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UNITED STATES OF AMERICA.

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BEGINNING AND GROWTH

THE CHRISTIAN LIFE;

OR,

THE SUNDAY-SCHOOL TEACHER.

" Herein is my Father glorified, that ye bear much fruit ; so shall ye be my
disciples."

BOSTON:

CROSBY, NICHOLS, AND COMPANY,

jjror ti;e SuitfJa^Scfjool <Socfeta>.

1855.

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Entered according to Act of Congress, in the year 1855, by

Crosby, Nichols, and Company,

in the Clerk's Office of the District Court of the District of Massachusetts.

CAMBRIDGE!
METCALF AND COMPANY, PRINTERS TO THE UNIVERSITY.

NOTICE

The Directors of the Sunday-School Society think
proper to accompany the works which appear under
their sanction with a brief statement of the views by
which they are guided.

It is their desire to aid in circulating books that may
promote the love of God and man, books that may re-
liably assist the teacher in his important work, or give to
the pupil lessons in harmony with the law of Christ.
No work will be published by them which does not,
in their opinion, fulfil these conditions. They will
neither cause to be printed, nor otherwise recommend,
books inconsistent with a Christianity at once liberal
and evangelical. But they do not consider themselves
responsible for minor peculiarities of sentiment or ex-
pression. Writers equally intelligent and pious may
differ in these. It is better that each should utter his
own thought, even if sometimes inaccurate, than that all
individuality should be destroyed by a too unsparing
criticism.

CONTENTS.

CHAPTER I. PAGE

INTRODUCTORY REMARKS ........ 5

CHAPTER II.

THE WANTS OF OUR SUNDAY-SCHOOLS 10

CHAPTER III.

THE TRUE OBJECT OF SUNDAY-SCHOOL INSTRUCTION . . 27

CHAPTER IV.

QUALIFICATIONS OF THE TEACHER. — FAITH IN CHRIST AND

SELF-CONSECRATION 40

CHAPTER V.

QUALIFICATIONS OF THE TEACHER. — INTEREST AND PERSE-
VERANCE IN THE WORK, AND A TRUE LOVE OF SOULS . 56

CHAPTER VI.

QUALIFICATIONS OF THE TEACHER. — CHRISTIAN FAITH AND

HOPEFULNESS . 75

CHAPTER VII.

QUALIFICATIONS OF THE TEACHER. — MENTAL ENDOWMENTS

AND SPECIAL PREPARATION 92

1*

IV CONTENTS.

CHAPTER VIIL

DUTIES OF THE TEACHER 116

CHAPTER IX.

CLASSIFICATION OF PUPILS. — USE OF MANUALS, &C. . . 1§3

CHAPTER X.

ORDER AND METHOD. — SUNDAY-SCHOOL LIBRARIES . . 146

CHAPTER XI.

THE OBSERVANCE OF THE LORD'S SUPPER .... 156

CHAPTER XII.

THE RELATION OF THE CHILD TO THE CHURCH . . . 169

CHAPTER XIII.

THE CHRISTIAN STANDARD OF CHARACTER .... 180

THE CHRISTIAN LIFE.

CHAPTER I

INTRODUCTORY REMARKS.

Fold of the tender Shepherd 1 rise, and spread !
Arch o'er our frailty roofs of everlasting strength !
Be all the body gathered to its living Head !
Wanderers we faint: 0, let us find our Lord at length !

During the last few years, observing persons
can hardly have watched with any degree of at-
tention the progress of events, without feeling
that great and important changes have been and
still are taking place in the religious, no less than
in the social and political world.

More silently, unnoticed by the common ob-
server it may be, but none the less surely, has the
old order of things been passing away; and to
the earnest seeker there are significant tokens
prophetical of a new era in sects and parties of
the Church.

Ideals of a better and higher state, longings
for a more Christ-like life and a more spiritual

6 BEGINNING AND GROWTH

union, a consciousness that creeds and dogmas
have too often usurped the place of an inward
faith and a practical piety, that disciples have
breathed far too little of their Master's spirit of
love, forbearance, and humility, that the Church
of Christ even has been too often untrue to her
noble mission and high calling, — such thoughts
fill at times every reflecting and thoughtful mind,
and prompt the earnest question, "By what
means is a higher spiritual life to be attained ?
How is the true coming of Christ's kingdom to
be promoted ? "

Look into our Sabbath schools, regarded now,
and for many years past, as established Christian
institutions. Acknowledging freely and fully all
the good that has been accomplished, all the pure
and holy influences that have flowed from them,
as fruitful sources of religious instruction and
spiritual life, ■ — recalling, too, with grateful re-
membrance, the many pure, devoted, and conse-
crated spirits that have faithfully labored in this
portion of their Master's vineyard, — it is not to
be denied that in many quarters there is a preva-
lent dissatisfaction, a feeling that such schools
are not accomplishing their highest ends.

Progress, indeed, there has been ; but has the
advance been commensurate with our means,
opportunities, and privileges ? Do our schools,
as now conducted, meet the deepest wants of the
youthful spirit ? Does the young heart there find
that bread of Life, which will alone satisfy its

OF THE CHRISTIAN LIFE. 7

cravings amid the sterner trials of maturer years ?
Are teachers laboring upon the right principles,
or has the true end been too often lost sight of
in mere external or mechanical forms ? Are we
to rest contentedly where we are, feel that no on-
ward steps are to be taken, and quietly and
inanely yield ourselves to the force of surround-
ing circumstances, or are we not rather to make
some strenuous, earnest effort to seek a higher
plane of action, to spiritualize our endeavors, and
to render our schools more completely Christian
institutions ?

In the words of another, " There is among men
of earnest and reverent moods a pause and an
expectation, as if they heard a divine voice just
becoming articulate and audible, — coming, not
out of the old creeds, but out of the Divine
Word, and out of the most interior consciousness
of men, and prophesying of the things that are
yet to be."

In all our churches there are young hearts
questioning the truth of the dogmas inculcated
from childhood, and earnestly asking the mean-
ing of the great doctrines of man's sinfulness
and redemption, of pardon, salvation, and retri-
bution. In all our churches there are souls that
earnestly long to know their relations to Christ
as a personal Saviour, — that ask not for forms
or systems, or an intellectual belief, but for Christ ;
for his cross, as a seal of their own acceptance ;
for his death, as a pledge of their pardon.

8 BEGINNING AND GROWTH

Are these wants truly met among us? Are
they always even fully acknowledged? Read
the words and ponder the deep meaning of those
expressions applied to Christ, both by himself
and his Apostles, marking him as divine in his
nature, power, and authority, and then say
whether it be sufficient to the young and aspir-
ing soul, hungering and thirsting after righteous-
ness, longing for an assurance of faith and hope,
to be brought to him, as is too often the case, as
a holy teacher and guide alone ? Is there not
a deeper craving of the soul, which cannot and
will not thus be satisfied?

Go into any of our larger towns or cities ;
explore carefully the narrow streets, the crowded
houses, the lanes and cellars ; see the iniquity
and sin, the ignorance, degradation, and heathen-
ism that exist under the very shadow of our
churches and schools, and will not the question
force itself upon the mind, Are these indeed Chris-
tian communities ?

Do we not need some new power at work
among us, — some voice to vitalize the dry bones
of a barren and self-sufficient piety, of frigid
naturalism, of unbelief and misbelief, — some
prophet's touch to rouse the dead body of the
Church to a new and Christ-like life ?

Do we not need some new outpouring of the
Holy Spirit, and a renewed and quickened faith
in the power and efficacy of prayer ? Have we

OF THE CHRISTIAN LIFE. 9

a vital, practical belief in the promised influences
of the Spirit, in the assurance that if we ask
anything according to the Father's will, He will
hear and answer the petition ?

Abstractions, forms and creeds, the mere in-
culcation of facts, or intellectual teaching alone,
will not satisfy ; and individual souls are ear-
nestly looking for a better administration, for
some nobler and higher development of faith
and love.

What part, then, has the Sunday school to
perform in meeting, in any good degree, these
wants and needs ? What should be the true aim
and object of its instructions ? How are its
highest ends to be sustained and carried out ?
How is it to be rendered an efficient co-worker
with the Church, in the regeneration of individual
souls, in leading young hearts to Christ, as the
only sufficient, the divinely appointed Mediator
and Redeemer ?

Questions such as these, prompted by no mo-
mentary impulse of excitement or discourage-
ment, but proceeding from various and widely
separated quarters, demand the due considera-
tion and serious reflection of every individual in-
terested in the welfare of the Church, or engaged
in the sacred calling of the Christian teacher.

The future, and the future alone, can and will
bear true and enduring witness, whether they are
now faithfully met and answered.

10 BEGINNING AND GROWTH

CHAPTER II.

THE WANTS OF OUR SUNDAY SCHOOLS.

"As the branch cannot bear fruit of itself, except it abide in the
vine, no more can ye, except ye abide in me."

"And still in accents sweet and strong,
Sounds, as of old, the word :
More laborers for the harvest, now !
More reapers for the Lord ! "

The present state of our Sunday schools in dif-
ferent denominations may be regarded under two
distinct aspects. The general, careless observ-
er, content with mere outward appearance, and
satisfied with statistical results, would tell us
of the increased number of such institutions,
of the multiplication of the pupils, the books
studied, the popularity of this or that teacher,
the successful annual celebration, and the ap-
parent general interest manifested in the con-
cerns of the school. He would congratulate the
pupils upon their advantages, tell them how
much greater their privileges than those en-
joyed by preceding generations, and, satisfied
with having given his meed of praise, rest

OF THE CHRISTIAN LIFE. 11

contentedly in the belief that little more is
needed, and that it would be both unwise and
unreasonable to expect greater or more definite
results.

To the observant eye and thoughtful mind,
even a cursory view would lead to a far different
conclusion. Accustomed to a higher stand-point,
looking beneath the mere exterior and surface
of things, he would find abundant food for
careful investigation and serious thought. He
would see wants to be met, defects to be rem-
edied, plans to be reorganized, a living spirit
to be infused, and a nobler and higher end to
be achieved.

Regardless of statistical information or of any
reputed worth, he would compare the true spirit
of these institutions with the spirit of Christ,
and acknowledge their actual value and impor-
tance just so far as they breathed the spirit
and manifested the power of the religion of
Jesus of Nazareth.

How, then, we would freely ask, can our
schools be rendered more conducive to their
true ends ? What are some of their most
prominent wants and defects ? What changes
are truly and pressingly needed among us ?

First, we would speak of the time usually
set apart for such religious instruction.

The greater part of six days of the week is
devoted by the pupils of our Sabbath schools
2

12 BEGINNING AND GROWTH

to studies of a secular nature, guided by those
who have long been preparing for their work,
and whose whole time and best energies are
given to its faithful prosecution. Why should
all the direct religious instruction received by
them, apart from religious home influences, upon
all the vast themes of eternity and immortal-
ity, be confined to one single hour of the Sab-
bath? Even then the teacher sometimes affirms
that "the school has been too long, and that
the pupils are weary " !

To have any systematic, definite course of
instruction pursued, and more worthy ends ac-
complished, the school should not be crowded
into a single hour of the Sabbath. More time
should be sacredly set apart for it, and during
that portion of the day when both mind and
body are fresh and vigorous. To have all the gen-
eral exercises of the school, — reading, singing,
often some address from the pastor or superin-
tendent, the direct instruction in the classes, the
exchange of library books, &c, — comprised in a
single hour, seems utterly without reason. To
pass from the morning service at church to the
duties of the school, then to attend a second ser-
vice, and perhaps a Bible class, once a month
the communion service intervening, with hardly
a half hour's intermission, is rendering that a
mere task-work, and often a mere mechanical
form, which demands the freshest energies and

OF THE CHRISTIAN LIFE. 13

the exercise of the best powers of the soul. In-
deed, from the manner of some, it would seem
as if they imagined that the greater the amount
of such labor accomplished on the Sabbath the
greater the merit, forgetting that a spiritual wor-
ship demands a spiritual preparation, and that
no class of children, however young or ignorant,
can be truly instructed and interested where
there is a conscious mental weariness or in-
difference on the part of the teacher.

Whatever the amount of time any school
may see fit to set apart for religious instruc-
tion, — and this, of course, must somewhat vary
with different places and different customs of
society, — we would strongly advocate the morn-
ing hours during the year being sacredly de-
voted to this work.

Let at least an hour and a half be thus se-
cured, and a new impulse, we doubt not, would
be given to the efficiency of many of our schools.
Let the children assemble when a hurried dinner
is just over, or at the close of the afternoon ser-
vice, and it requires little observation to mark
the difference between the apparent interest
then taken in the exercises, and that manifested
during the fresh morning hour, when there is no
weariness or listlessness. " What! is our morn-
ing school to be closed so soon ? " exclaimed a
bright-eyed little girl as her teacher informed
her of the usual change of hours on the succeed-

14 BEGINNING AND GROWTH

ing Sabbath. " I know I have a long walk to
take, but if all of us can get to school at nine
o'clock on week days, I do n't see why we can-
not come at the same hour on Sundays ; our
morning schools are so much pleasanter ! "

Might not such an end be attained in many
instances, and punctuality secured, by a deeper
interest and a little effort on the part of parents,
and perchance by a little sacrifice of indulgence
or ease on the part of teachers ? One hour of
the time thus set apart we would have ex-
clusively devoted to direct instruction in the
classes; the remaining portion to be occupied
by prayer, the reading of the Scriptures, either
by the superintendent alone or alternately with
the pupils, accompanied by some simple expo-
sition, singing, and occasionally an address from
the pastor, superintendent, or some competent
person.

Next, we would earnestly and solemnly utter
our protest against the tendency, too common,
of rendering our schools mere places of amuse-
ment to children. Religious instruction should,
indeed, be rendered cheerful, interesting, and at-
tractive ; but to degrade religion from its native
dignity, to divest it of its eternal importance
and solemnity, in order to excite the momen-
tary smile or laugh by some undignified illustra-
tion, or a mere familiar, off-hand manner of ad-
dress, or to occupy the limited time by mere

OF THE CHRISTIAN LIFE. 15

story-telling, or a vague, rambling talk, without
point or force, is utterly unworthy the sacred
hours of the Sabbath, and the object of the school.
No one should ever attempt to addres*s a school
unless he has some definite idea in his own mind
of what he wishes to say, and then his words
should be simple, brief, serious, and to the point.
Children cannot be too deeply or too early im-
pressed with the solemn reverence due to all the
themes of religion ; and where this is in any
measure violated, *an infinite wrong is done to
the cause of truth and holiness. Were those
few solemn words of the Saviour's, " God is a
Spirit, and they who worship him must worship
him in spirit and in truth," ever to be remem-
bered by those who conduct such institutions,
and by all engaged as teachers, — were they to
know from experience what is meant by

"The perfect power of godliness,
" The omnipotence of love,"

we believe that all tendency to flippancy and
lightness, ever to be deprecated by every serious
mind, would soon disappear.

" The effort," says another, " sometimes seems
to be, not so much to lift the infant spirit up to
heaven, as to draw the dread majesty of heaven
down to earth, and to place in the child's mind
an entire and satisfying image of the unseen
and eternal Jehovah. It is deemed not enough
that he should worship,— -he must thoroughly
2*

16 BEGINNING AND GROWTH

comprehend, the divine nature and attributes. It
should be borne in mind, that the distinct and
satisfying ideas of infancy are early outgrown ;
and if the idea of God no more than fills the
narrow walls of the infant spirit, it will not grow
with the growth of the mind, but will soon be
outgrown and cast into contemptuous oblivion.
If the idea of unsearchableness and immensity
be sustained in the child's mind, and with every
new stage of progress the feeling be impressed,
' Lo, these are parts of his ways, but how little
a portion is heard of him,' then there is indefi-
nite room for the conception of God to expand
with the growth of the mind, and still for the
devout emotions to have a field reaching beyond
that of clear vision and distinct thought, far
away into infinity."

Let religious truths be rendered attractive, but
attractive through their own innate grandeur,
dignity, and worth ; impressive, through their
infinite importance and solemn message to the
individual soul. Such instructions, and such
only, do we need ; for only truths thus presented,
ministering to the highest wants and deepest
cravings of the soul, will render our schools
places of vital religious growth, and a true spir-
itual nurture.

The devotional exercises, also, should be such
as to promote this same feeling of reverence, to
quicken faith, and to deepen and strengthen the

OF THE CHRISTIAN LIFE. 17

love of prayer in the hearts of the pupils. Wheth-
er this result can best be attained by the use of
responses, or otherwise, the true and ultimate
end is one and the same.

In whatever outward form the prayer is of-
fered, its language should be at once reverential
and simple, adapted to the capacities of the pu-
pils, and embodying such petitions as may bear
upon their peculiar temptations, wants, and spir-
itual needs. In many schools, such is far from
being the case. The language used is too often
entirely above their comprehension, and the pe-
titions such as are adapted to the wants of an
adult congregation rather than to the impulsive
hearts of children. They understand not the
words, and, as a natural result, feel that it is a
mere form, belonging to the teachers rather than
to themselves, and in which they have no part to
take. Often, wearied with the length of the ex-
ercise, they become restless and uneasy, and
prayer, instead of being regarded as a holy and
delightful privilege, becomes a tedious and barren
form. In adapting the words of the prayer to
the capacities of the child, it is not necessary in
any way to lessen its devout reverence ; — for
what exercise of the school is more solemn or im-
portant than that of approaching in supplication
Him before whom the very heavens are not
clean ? Let the petitions, thanksgiving, and
praise, the supplication for strength and help,

18 BEGINNING AND GROWTH

and the divine blessing through the Redeemer,
be brief, concise, and heart-felt. Let them be
clothed in simple, yet always in the most rever-
ential language, and let one of the first lessons
in every school be, to impress on the minds of
the pupils the solemnity of this portion of the
service, the part they are to take in it, and the
inestimable privilege of being thus permitted, in
then- weakness and ignorance, to approach the
Father of all. Brevity is of all-essential impor-
tance in this service. A prayer of three or four
minutes is far more impressive than one of ten,
to a child; — and may we not add, to the teacher
also?

Where the peculiar " gift of prayer " is want-
ing in superintendent or teacher, so that he can-
not rely upon the promptings of the moment to
express his deepest thoughts, let some simple
form be prepared, to which he may always turn
for assistance.

What is wanting more than all is the true
spirit of prayer, — a personal sense of dependence
on the Saviour, and a devout, reverential trust
and faith in the Father. Where such a spirit
exists, the general prayer, whether it be in the
words of an oft-repeated form, or the spontane-
ous expression of the moment, simple, confiding,
and child-like, cannot but be uttered in such a
manner as to attract and fix the attention of the
school.

OF THE CHRISTIAN LIFE. 19

As this exercise is now conducted in many of
our schools, it needs no keen observation to see
what a mere ceremony it is to the greater part of
the pupils. The baneful influence to the indi-
vidual of such habits of inattention, of spiritual
listlessness, of wandering thoughts, and cold ir-
reverence, cannot be overestimated.

A decided change is needed. If prayer be a
divine ordinance, if it be the privilege and duty
of every soul to approach in supplication the
Father of spirits, to bring before the Eternal its
wants and desires, fears and aspirations, let us
have, at least in schools dedicated to His service
and bearing the Saviour's name, some mode of
conducting this sacred service more hallowed
and more impressive. No matter how brief, no
matter how simple, if it be reverential, devout,
earnest, and sincere. The most impressive pray-
ers in which we have ever joined in any school
were those clothed in language so simple that
every child could understand their meaning, and
yet so devout, so earnest, so solemn and impres-
sive, that a feeling of awe and hushed reverence
stole irresistibly over the spirit, as it felt in whose
presence it stood.

An abundance of words, a repetition of phrases,
or numerous subjects of entreaty, are not needed
to give force and impressiveness to this act. A
few brief petitions fervently and earnestly uttered
will dwell in the heart when a longer form would

20 BEGINNING AND GROWTH

all be forgotten. Spiritual life there must be, or
prayer will ever become a mere form ; spiritual
earnestness and sincerity there must be, or the
petitions offered will all be devoid of meaning ;
spiritual communion with the Saviour there must
be, for he alone leads us to the Father, as the
Way, Truth, and Life.

There is still another want in our schools,
more obvious perhaps to the general eye, and
one which in some way "must be speedily met
and remedied, — - a want not confined to any one
sect or denomination, but common in a greater
or less degree to all ; namely, a sufficient number
of competent teachers.

Judging in the abstract, with no definite knowl-
edge or personal acquaintance with the details
of the system, we should at once suppose that
wherever a Christian congregation was gathered,
there would be found an abundant supply of all
the materials requisite to conduct such a school,
and to render it what it ever should be, an insti-
tution for the Christian nurture of children and
youth. We should imagine that no command
of the Great Shepherd would be more readily
fulfilled, than that of faithfully feeding the sheep
and lambs of his flock ; of seeking to bring the
ignorant, the degraded, the homeless, and the
prodigal into his sheltering fold. But a knowl-
edge of the actual and existing state of things
leads to a far different result. Many there are

OF THE CHRISTIAN LIFE. 21

earnestly, faithfully, and sincerely engaged in
this work, but the supply of willing, able, and
competent teachers is far less than the demand.
What proportion, indeed, do the teachers, in
most of our schools, bear to the entire adult con-
gregation, or to those not detained by more
pressing home duties from taking a part in the
work ; and of that proportion, why is it that so
few are from the busy scenes of life, — those
whose position and calling would at once make
their influence felt, — the men of business and
education, of science and letters ? Is the em-
ployment beneath their notice ? Is it simply
a matter*of indifference, or do they really doubt
its utility and efficiency ?

A plea of unfitness for the work, or of want of
time, is seldom a sincere excuse; for, were its
importance actually felt, those alive on other
subjects to their individual responsibility would
not be backward in seeking, at least, to prepare
themselves for this noble vocation ; and want of
time is seldom offered as an excuse in any world-
ly calling, where pleasure, or gain, or preferment
is the expected reward.

Go into almost any school, and you will find
some class without any permanent teacher ; the
more advanced pupils often asking in vain for
those who can lead them on in their studies, and
guide their inquiries, and help their examination
of the truth.

22 BEGINNING AND GROWTH

Often does the entire superintendence of the
school devolve on the pastor, whose duties in
the pulpit exhaust his energies, and tax his
powers, and who ought never to feel obliged to
undertake these additional services on the Sab-
bath, however much his heart may be in the
work.

" "What am I to do ? " said the faithful and de-
voted minister of one of our largest congrega-
tions, not long since. " Our valued superintend-
ent removed from the city some months ago, and
there is not a single individual in my parish upon
whom I can call to fill the vacancy. True, there
are some who would gladly seek this somewhat
public post, but who are utterly unfitted for its
duties ; and those who seem capable of taking
such a position are unwilling. What, then, can
I do ? Either the school must be closed, or I
must be present to conduct its general exercises,
besides having the instruction of a Bible class
of young men. I shall continue these labors,"
he added, " so long as health and strength are
granted, but if these fail, the school must seek
some other support."

Is there not something radically wrong wher-
ever this state of things exists ? Is the pastor of
the church the only one to offer the social prayer,
and break the bread of life to his youthful flock ?
Ought he to be the only one capable of instruct-
ing the inquiring minds of those advancing to

OF THE CHRISTIAN LIFE. 23

maturer years, and of leading them on to the
higher phases of religious truth ? Is there not a
half-acknowledged feeling among many, and
especially among men of business, that this
work belongs only to the staged minister of the
Gospel, or to a chosen and retired few, — that
they have no responsibility with regard to it, —
or that if they give pecuniary aid to the support
of Christian institutions, they are wholly excused
from giving what is of greater importance, their
personal influence, example, and effort ?

Will the fidelity of one, or of a few, excuse the
indifference or negligence of the many? Had
each individual statedly worshipping in our
churches, and thus acknowledging, in outward
form at least, his belief in Christ, sought faith-
fully to fulfil his own part in spreading the
knowledge of a Saviour, would there be the
heathenism that now exists beneath the very
shadows of our churches and our homes? Do
such reply, that little good comes of this instruc-
tion, and that they can accomplish nothing in
this cause ?

Let them look to the noble examples of those
Christian men, whose patient perseverance, ear-
nest effort, and devoted fidelity, have accom-
plished so much in rendering our schools in some
degree what they should be, — men, not only
faithful in the private walks of life, but taking a
foremost part in all that concerns the public goodr
3

24 BEGINNING AND GROWTH

active in business, interested in the higher pur-
suits of literature, and yet always finding time
to prepare themselves for the humblest duties of
instruction, and entering into all the details of
school duties with* as much interest and zeal as
if these constituted their sole employment.

Thankfully do we acknowledge the influence
of all such now laboring in the field ; and with
gratitude would we remember those passed
within the veil, but whose spiritual influence still
dwells among us, and whose prayers and inter-
cessions are still poured forth in behalf of a work
so dear to them while here. Their memories
will long be cherished in grateful and loving
hearts ; and whose but the All-seeing Eye can
measure the extent of their Christian influence
and trusting faith ?

No : the Gospel offers no license to any class of
men, or any individuals, to throw off their per-
sonal responsibilities on others. Each one must
give account of himself unto God. Every dis-
ciple of Christ is called on to labor in some
way in his vineyard, to aid in gathering in the
harvest, waiting only for the faithful reapers, —
for, "inasmuch as ye did it not to the least Of
these, my brethren, ye did it not to me."

We repeat, our schools demand more and
better qualified teachers, if they are to be per-
manently sustained, — if they are truly to be
co-workers with the Church in the regeneration

OF THE CHRISTIAN LIFE. 25

of individual souls. Systematic, regular, and
thorough- instruction is needed ; and to facilitate
this end, we also pressingly need a higher order
of manuals, and better works of illustration than
are now generally used among us. We are
aware that this want has been partially met by
works published within the last two years, but
still it is far from being fully supplied. And
what field of labor more useful and more invit-
ing than this, — demanding a practical experience
in the office of teaching, united with the requi-
site intellectual and spiritual qualifications ?

Again and again are the questions asked, How
is the interest of the older pupils to be sustained ?
How are young men, especially, to be retained
under our influence, and at the very age when
they most need the restraining power of Chris-
tian institutions and Christian example ? What
means should be taken to bring the poorer and
more ignorant classes of children under the in-
fluence of our best schools, and how may regu-
larity of attendance and a true interest be secured
among such ? *

Many and various are the answers that might
be given to these questions. If a sufficient num-
ber of faithful and competent teachers were pro-
vided for every such institution, other difficul-
ties would soon be overcome. In what the neces-
sary qualifications consist we shall hereafter con-
sider ; in this chapter we have designed only to

26 BEGINNING AND GROWTH

refer to the more prominent wants and defects
of our schools.

In speaking of these wants, we would not be
unmindful of the good hitherto accomplished by
means of this agency, of the quickening and
holy influences that ever react on the teacher's
own soul, where the duty of instruction is under-
taken with any vital feeling of its solemn and
deep importance. We would remember those
who have been rescued from lives of sin and
ignominy, the many hearts that have been led to
a deeper faith, a purer love, and a more spiritual
walk and life through the simple, earnest words
spoken from week to week by some faithful
teacher, often unconscious how deeply his own
spirit was impressing the youthful mind, ap-
parently so thoughtless and unconcerned.

Fully and freely acknowledging the good, the
question still recurs, Are our Sabbath schools all
that they ought to be ? Are they fulfilling their
highest and only true end ? Are they, in truth,
living- branches of the one true Vine ?

OF THE CHRISTIAN LIFE. 27

CHAPTER III.

THE TRUE OBJECT OF SUNDAY-SCHOOL INSTRUCTION.

" 1 am the Way, the Truth, and the Life : no man cometh unto the
Father but by me."

When a teacher enters upon his duties, and
voluntarily assumes the responsibilities of a spir-
itual guide and instructor of others, he has, or at
least he ought to have, some definite idea of
the objects to be attained, and of the means
by which such ends may be accomplished.

The first, most important, and all-essential
questions for him to ask himself, whether he
has these duties in contemplation only, or has
long been engaged in the work, are these :
What aim am I to keep steadily in view ? What
should be the true object of my instruction and
influence ? Is it to implant religious knowledge
only in the minds of those committed to my
care, or to achieve still more the higher end of
awakening in their souls a spiritual life, a per-
sonal love to the Saviour, and a profound indi-
3*

28 BEGINNING AND GROWTH

vidual trust and faith in the universal Father ?
Is it sufficient that I make a faithful intellectual
preparation for my work, — make myself ac-
quainted with its various details, and become fa-
miliar with its facts of geography, history, and
chronology, — or is there not imperative a high-
er spiritual preparation, by which alone I can
speak to the hearts of those under my care ?

To impart religious knowledge alone to the
mind of the child we deem of unspeakable im-
portance ; to make him clearly and definitely ac-
quainted with the great facts and truths of relig-
ion, and with the foundation on which those truths
rest, is doing a work which, accompanied by the
divine blessing, may be sanctified to his eternal
salvation. If such teaching be regular, syste-
matic, and thorough, its importance cannot
be over-estimated, for it is the best safeguard
against superstition, and the foundation of all
free, personal inquiry and conviction.

The simple hymns of childhood, and the verses
of Scripture faithfully committed to memory,
even when imperfectly understood, will often
recur to the mind in after years, and repeat
their lessons of warning, encouragement, and
hope, in tones that will not and cannot be re-
sisted. Amid scenes of pleasure and gayety, or
of trial and grief, amid the festive throng, or in
the hushed and darkened chamber of illness, in
hours of stern temptation and bitter conflict,

OF THE CHRISTIAN LIFE. 29

when manly strength is weakened, and the
pride of human power laid low, or in the calm
and quiet hour of repose, when the spirit of
God moves over the soul, and says to every
unholy passion, " Peace, be still " ; then will
these words of truth often return with irresist-
ible power, and become the medium by which
the Spirit speaks to the soul, ever repeating
these blessed words of encouragement and en-
treaty, " Whosoever will, let him freely come."

We repeat, the importance of imparting relig-
ious knowledge, if the teacher be thoroughly
and faithfully fitted for his work, cannot be
over-estimated. Take a child from a home of
misery and sin, of ignorance and degradation,
bring him under the influence of a well-regu-
lated and orderly school, and if he only learns
to repeat the Lord's Prayer, and the simple
words, " Thou God seest me," it will not have
been wholly in vain. Some spiritual power will
be quickened, some dormant feeling aroused,
some higher purpose enkindled. The very words,
" Our Father, who art in heaven," will at some
time awaken an inquiring thought, and a de-
sire to learn of that paternal love and that
higher spiritual state of which as yet he knows
nothing.

Ought the teacher to be content with a mere
mechanical recitation, or even with a faithful,
interesting, intellectual discussion of the same?

30 BEGINNING AND GROWTH

Does his duty consist wholly or chiefly in im-
parting facts and* scriptural knowledge to the
young and inquiring mind? Will intellectual
truths alone ever lead the soul to a true self-
knowledge, to feel its weakness and sin, and its
need of pardon through the Saviour ?

Whatever may have been accomplished by
such teaching, we feel more and more con-
vinced that if any school possesses a vital,
real, religious worth, efficiency, and power, it is
just in proportion to the amount of true spir-
itual faith and life brought to bear upon the
pupils by the individual teachers.

To awaken the spiritual life in another soul,
to rouse the dormant affections and lead them
to God, to persuade the spirit to feel its per-
sonal indebtedness to Christ as a Saviour, to
kindle within it a deep sense of its need of
divine renewal, and of pardon and salvation
through a crucified Redeemer, — these are the
highest, the noblest aims, such as are alone wor-
thy the Christian teacher, and without which he
ought never to assume such responsibilities.

The simple facts of Gospel truth are compar-
atively easy to teach, and here too many rest
satisfied. Will such teaching be deemed suffi-
cient in that hour when we are called upon in
the Master's nearer presence to render up an
account of the souls committed to our charge?
No : there must first be in the heart the fire of

OF THE CHRISTIAN LIFE. 31

devotion kindled from the secret altar, the real-
izing sense of divine things, the consciousness
of addressing immortal spirits, if our words are
to have any vital efficacy. Intellectual teaching,
and the storing of the mind with religious facts
and truths, is all-important in its place ; but
this alone never touches the heart, never calls
forth the warm emotion, the grateful prayer, the
repentant sigh. Soul must speak to soul. The
child quickly and intuitively perceives when the
whole heart is interested, 'and if this is wanting,
truth, however divine, will fall cold and lifeless
from his teacher's lips.

How many pupils are there who could relate
accurately all the leading facts of the Gospel
history! but is there a corresponding heart-
knowledge, an interest in divine truths as a per-
sonal concern, vitally affecting the whole im-
mortal being and destiny ? And to how many
in our schools, and in our churches, alas! is
Christ only a dim, unreal abstraction of the
Bible, with no reality and no vital power ! "Why
is it that comparatively few, as they leave our
schools, especially young men, take any active
part in the support of religious institutions, or
feel any strong attachment to the Church ; — and
that, during the very season of life when the
soul most needs divine support and guidance,
the feelings of self-reliance and self-confidence
are so prevalent and strong?

32 BEGINNING AND GROWTH

Whatever may have been the deficiencies of
home education, is not the evil to be ascribed,
in a great measure, to the instructions imparted
in our Sabbath schools ? Must not the young
be led to a holier self-consecration, to a deeper
sense of the vital importance of religious truth,
to a quickening consciousness of the worth of
the soul, if we would have them in after years
living pillars of the Church of Christ ? Must
they not be led to accept of Jesus as their
Saviour in early youth, if in maturer years the
soul would lay its purest offering of consecra-
tion and gratitude on the sacred altar of com-
memoration ?

This leads us to consider another defect in
much of the teaching of the present day, and
one which is most radical and vital. We refer
to the manner in which, by many, Christ is pre-
sented to the mind of the child. He is taught
to look upon this pure and holy being as one
whose example he is to imitate, whose teach-
ings he is to obey, whose benevolent and loving
life he is to follow in his walk among men, — in
a word, as his Teacher and Guide alone ; but
the idea of Christ as his Saviour, the knowl-
edge of the weakness and sin of his own heart,
of his individual need of regeneration and sal-
vation, and hope of happiness through the sole
mediation of Christ, — these are views by many
wholly excluded in the religious instruction of
the young.

OF THE CHRISTIAN LIFE. 33

The solemn words of Christ with regard to
the resurrection of the evil as well as the good,
his representations of the sufferings of the im-
penitent, and 'of the ruin and loss of the soul
save through humble penitence and a living faith
in him, are too often left in the background ;
while representations of God's mercy, and of the
greatness and dignity of human nature, are re-
garded as alone sufficient for the regeneration of
the soul. In such teachings, is not a grievous
wrong done to the mind of the child ? Are we
not substituting a superficial, sentimental piety,
for the brave, whole-souled, hearty consecration
of the whole spirit ?

Were the teacher aware of the doubt and
mental trials he is preparing for his pupil in after
years, if he be one of any brightness of intellect
or quickness of moral perceptions, by such par-
tial representations of the truths of the Gospel,
we believe that, if unaccustomed to mental re-
search or studious inquiry, he would pause and
ponder, and consider with earnest thought the
truth of his teachings in their whole bearing, ere
writing them out in ineffaceable lines on the sus-
ceptible heart of childhood.

We need to have truths presented honestly
and fairly ; to have sin, of whatever form, called
sin, in all its native deformity and evil ; to have
the inevitable suffering and punishment of sin
solemnly and faithfully set forth ; and the hope

34 BEGINNING AND GROWTH

of pardon brought home to the soul, as dependent
on the free mercy of God revealed in Christ, as
the only Saviour of men. We need to have the
necessity of the new birth, — of the conversion
and regeneration of the soul from sin to holiness,
— taught as an essential truth of the Gospel to
every individual, and not to let the abundant
mercy and goodness of God be so abused as to
leave out of sight his equally divine attributes
of holiness and justice ; but, through the clear,
full representation of these, to have the soul led
to him, through Christ as the Saviour who can
redeem it from the power of sin ; as the Saviour
who gives the assurance of future happiness and
eternal life to the regenerate spirit as indeed the
very gift of God> — Christ, the power of God and
the wisdom of God ; the only name under heav-
en, given among men, whereby we can be saved.

" ' Thou must be born again ! '
Such was the solemn -word
To him who came, not all in vain,
By night to seek his Lord.

" ' Thou must be born again ! '
But not the birth of clay ;
The immortal seed must thence obtain
Deliverance unto day.

" Thou canst not choose but trace
The steps thy Master trod,
If once' thou feel his truth and grace,
A conscious child of God."

OF THE CHRISTIAN LIFE. 35

Feeling this truth, and conscious of the divine
help and blessing, let the teacher go to his work
in the spirit of faith and of prayer. Let him
converse judiciously, yet freely, with his pupils
on their personal religious concerns, teaching
them the necessity of a new birth, of their weak-
ness and helplessness without divine aid, of the
certainty of a righteous retribution, and thus
leading them to Christ as a personal Saviour.
Let him teach them, through his own life-giving
spirit, that, however young, they have a part in
the promises and hopes of the Gospel ; and nev-
er let him rest satisfied with listening merely to
a recitation, o.r teaching mere facts. Such a Sab-
bath hour, if not lost, is far, very far, from ac-
complishing its highest end.

Immortal spirits are before you, — spirits with
earnest aspirations, longing desires, strong pas-
sions, and warm affections, — spirits capable of
rising to an archangel's glory, or of sinking into
degradation, misery, and spiritual death.

Have you no direct, earnest message to such ?
No word of personal appeal, of gentle sympathy
and encouragement, or of solemn warning ?
Living now in eternity, with the solemnities of
being for ever encompassing you, must your
lips be sealed upon the most momentous of all
themes, those which directly affect the eternal,
immortal destiny of those under your care ?

How much might be gained by this free com-
4

36 BEGINNING AND GROWTn

munion of soul with soul, especially among the
older pupils ! It is no longer the sometimes cold
and mere mechanical relation of teacher and pu-
pil, but immortal spirits pressing on to the same
heavenly goal !

Pressingly and deeply do we need in all our
schools the life of religious sensibility, a faith
that trusts in God, a realizing sense of depend-
ence on the Saviour, a felt reality in things invis-
ible. We need to have truths brought home to
the heart, baptized in the living light of the Gos-
pel, sanctified by the influences of the Spirit.
The mere outward form of the lesson, important
as it is, sinks into comparative insignificance,
when this one great end of all religious teaching
is inwardly recognized, — to labor for the regen-
eration and salvation of immortal souls.

Such aims, and such alone, are worthy of our
Sabbath schools, or of any mode of religious
teaching; and such alone, kept steadily and con-
stantly in view, will render them efficient means
of usefulness, — schools of a noble, true, and ele-
vated Christian nurture.

In the deeply interesting memoir of the late Dr.
Judson, — that devoted missionary of the cross,
whose labors, sufferings, and entire self-consecra-
tion to his Master's service have given him a
name worthy to be ranked among the noblest
and most faithful of the followers of Christ in
any age, — we find the following passage, which

OF THE CHRISTIAN LIFE. 37

affords a key to the secret of his ultimate success
and influence, whether among Burmans, Karens,
or Hindoos.

" He always kept one object steadily in view,
to the exclusion of every other. It was, not to
teach men a creed, or to train them to the per-
formance of certain rites, or to persuade them to
belong to a particular church, but, first of all, to
produce in them a radical change of moral char-
acter, to lead them to repent of and forsake all
sin, to love God with an affection that should
transcend in power every other motive, and to

rely for salvation on faith in Christ It

was by embracing every opportunity which his
intercourse with men presented to tell them of
the love of Christ, of their danger and their duty,
and to urge them, in Christ's stead, to be recon-
ciled to God."

Keeping this one aim distinctly in view, de-
voting to it the whole energy of a strong and
controlling will, pursuing it with indomitable
fixedness of purpose, never allowing himself to
be turned aside by any temptations to ease, by
the most fearful personal suffering, or even by
the allurements of society or literary enjoyment,
resolutely, firmly, and prayerfully he pursued this
high calling, — to reclaim the ignorant and the
wandering, and to make known to them the un-
searchable riches of Christ.

Is it said that these representations of the true

38 BEGINNING AND GROWTH

aim and object of Sunday-school instruction as
have here been given present a standard alto-
gether too high, and such as would repel many
who might otherwise be induced to enter into
its labors ? Far indeed be it from us to say any-
thing, here or anywhere, that would repel one
true desire, discourage one sincere purpose, or
repress one single effort to do good in any form.
" He that is not against us is for us," were the
words of the one chief Shepherd ; but he also
added, " He that gathereth not with me, scatter-
eth abroad." We do not believe that a deter-
minate aim and a lofty standard, to any brave,
resolute, aspiring soul, will ever prove discour-
aging. There is always something fascinating,
as well as noble and Christian, in keeping such
a standard in view. A true knowledge of the
deepest wants, as well as of the highest aspira-
tions, of the human soul is revealed in those
words of the Saviour : " Be ye perfect, even as
your Father in heaven is perfect."

" We cannot be too rich in faith,

We cannot be too strong of "wing;
Thyself, — thyself thou offerest
To our sublime endeavoring."

What but such an aim, and such a lofty stand-
ard, and such a working faith, sustained the
glowing enthusiasm and earnestness of Paul,
leading him to brave undauntedly persecution,

OF THE CHRISTIAN LIFE. 39

suffering, and death, the scoffs of rulers and the
indignities of the multitude, so that he might
win souls to Christ ? What but this can sustain
the heart and quicken the faithful zeal of any
true Christian teacher, however humble his du-
ties may seem to the world's eye ?

Give us this, and other defects will soon be
remedied. Give us this, and there will be vital-
ity and power where now there is deadness and
indifference. Give us such aims, such a spirit,
such a life, in any school, or any band of teach-
ers,— nay, in any one teacher, — and it will tell
on the open and yielding heart of childhood,
"with a benignity of influence, of such holy
and regenerative power, as no reach of vision,
save that prophetic eye that looks into the im-
mortal ages, can measure."

40 BEGINNING AND GROWTH

CHAPTER IV.

QUALIFICATIONS OF THE TEACHER. FAITH IN

CHRIST AND SELF-CONSECRATION.

" A living faith in Christ implies an immediate, conscious, personal
relation."

" Our blest Redeemer, ere he breathed
His tender, last farewell,
A Guide, a Comforter bequeathed
With us to dwell.

" He came sweet influence to impart,
A gracious, willing guest,
While he can find one humble heart
Wherein to rest.

" And every virtue we possess,
And every victory won,
And every thought of holiness,
Are his alone."

Having spoken of the true and definite aim
which every teacher should keep constantly in
view, the question naturally suggests itself,
"Who are fitted to fill this office? What
qualifications are essential to form a successful
teacher of religious truths ? Are high attain-
ments and a mature religious experience neces-

OF THE CHRISTIAN LIFE. 41

sary, ere one assumes this office ? What per-
sonal traits of character are requisite to render
one a true and faithful guide to the young and
inexperienced ? "

We would answer, in general terms, that but
one thing is absolutely essential, for where this
exists, all else will follow naturally and in its
due time ; namely, the self "Consecration of the soul
to God through Christ. Let there only be this one
purpose, this one sincere desire, to love and obey
God, to follow Christ in heart and in life, to be
his earnest, true, and faithful disciple, and how-
ever young, however inexperienced, the soul thus
consecrated cannot but exert a power that will
diffuse its own silent and secret influence over
other spirits. It may make no pretensions, utter
no formal words of piety, never intrude its con-
victions at unseasonable times or places, but its
power will be felt and known. It can no more
conceal the true source of its hidden life and
light than the sun can hide its beams at noon-
day. It may imagine its own sphere too narrow
and too limited to attract any notice from others,
or it may go on in the regular and faithful per-
formance of daily duty, and, like Mrs. Ware, be
all unmindful of the mighty influence exerted
over thousands of other souls, so quietly, so un-
consciously, and yet so trustingly, had the work
been wrought. The power is there, the attrac-
tion which binds the soul to Christ is felt, and

42 BEGINNING AND GROWTH

where more readily than by the loving heart of
childhood ? We may see the thousand imper-
fections of others, we may doubt the efficacy of
their teachings and question their influence, but
if the love of Christ be in the soul a potent
spring of action, if its ruling desire be to mani-
fest its heart-felt gratitude by a life of obedience,
if its prevailing purpose be to draw nearer and
nearer in a heart-union with Him, that desire and
that purpose will touch the hearts of the young
and untried, and will kindle holier feelings, and
purer affections, and warmer aspirations. The
Saviour sent forth his early Apostles to labor in
his vineyard, not as those who were perfect in
spirit, but as those who loved him above all hu-
man friends, and were ready to relinquish all to
do his will. When we witness the mighty influ-
ence of their simple and earnest appeals, when
we hear them speaking as with tongues of fire,
and see the thousands converted in a single day,
— when we see them bravely and undauntedly
confronting persecution, ignominy, and death,
that they might win souls to Christ, distrusting
their own strength, yet strong in the power of
the Omnipotent, — we feel that there was a hid-
den source of power, a secret spring of influence,
which ever acted upon their souls, quickening,
purifying, and elevating ; a love, deep, fervent,
and unquenchable, to their divine Master.

Is it said, that this alone can never render one

OF THE CHRISTIAN LIFE. 43

an effective teacher of others ? Feel this inward
attraction in your own heart, — know from per-
sonal experience the secret guidance and influ-
ence of the Spirit, -r- and then give the only true
answer.

" O, hope of every contrite heart !
O, joy of all the meek !
To those who fall how kind thou art !
How good to those who seek !

" But what to those who find ? Ah, this
Nor tongue nor pen can show !
The love of Jesus, what it is
None but his loved ones know."

How beautiful and powerful are the influences
flowing from such a principle of action ! Look at
the gentle and loving Schwartz,* whose life was
passed on the distant plains of India, amid a
stranger nation, a pioneer in the great cause of
Eastern missions ; often surrounded by danger
and exposed to peril and suffering, but whose
faith never faltered, and whose zeal never abated,
even when the snows of threescore years and ten
encircled his brow as with a crown of glory.
" His life, a beautiful copy of that of his Re-
deemer, spoke to the heart of the Hindoo with
a calm, yet resistless, conviction. During the
first years that he came among them, they lis-

* Christian Frederic Schwartz, born at Sonnenburg, Ger-
many, October 26, 1726 ; died at Tanjore, India, September,
1797.

44 BEGINNING AND GROWTH

tened coldly and curiously to his teachings. It
was not till they were surprised and charmed
with the integrity and purity of his character that
the doctrines he taught met with any success.
A corrupt, licentious, and subtile people, who
could not discern, among all the priests and pro-
fessors of their religion, a single example of true
virtue, self-denial, or devotedness, they looked on
this man, inflamed with love and zeal, seduced
neither by the power nor the bribes of princes,
turning from the palace to each humble home, to
mourn, to rejoice, to pray, — they looked, and at
last believed." Deeply imbued with his Master's
love and sympathy, forbearance, and tender con-
descension, — this was the true secret of his
power. " He spoke gently and pleadingly, but
it wTas an earnest and all-impressive gentleness,
that sank into the soul, as the low, sweet tones
of heart-felt music will touch the inmost depths
of the spirit far sooner than the most artistic
symphonies." It has been well said, that " no
man ever succeeded greatly in a career in which
he did not feel a delight, even to enthusiasm."
With Schwartz, this interest and enthusiasm
were sustained by a divine power and love, and
never abated, even to the last failing energy of life.
When, at a good old age, he peacefully passed
from earth, to wider and nobler spheres of duty,
many were the tears of true affection shed over
his mortal remains, by those whom he had be-

OF THE CHRISTIAN LIFE. 45

friended ; — the orphan children for whom he
had evinced a father's care and tenderness ;
the prince whose rightful claims he had firmly
upheld ; those of noble caste and extended in-
fluence, as well as the poor, desolate, and for-
saken, whom he had turned from the darkness of
superstition, ignorance, and idolatry, to the only
true light and life. A beautiful monument to
his memory, wrought by the graceful genius of
Flaxman, now adorns the Christian church at
Tanjore, but a more enduring monument than
one of marble is the memory of his Christ-like
life and pure example ; while the seed of truth,
sown by him in weakness, yet with a living faith,
has sprung up and borne fruit, even a hundred-
fold,— fulfilling his own words of holy trust,
uttered when every prospect of success seemed
dark and dreary, — " Perhaps the fruit will ap-
pear when I am laid at rest."

" Soldier of Christ, well done !
Praise be thy blest employ ;
And -while eternal ages run,
Rest in thy Saviour's joy ! "

Truly has it been said, " The heart's affections
originate and compel work. The heart wrought
upon, and then given, an inexhaustible fountain
is opened, out of which all spiritual action must
proceed."

This personal sense of indebtedness to Christ,
this union of the soul with him, can alone ren-

46 , BEGINNING AND GROWTH

der one a true and effective teacher, — for this
alone can impart life, — and life we need ; not
dull indifference, not mere commonplaces of
piety, not a tame mediocrity, that may seem
well enough to the world's eye, but a life preg-
nant with force, drawing its inspiration from the
hidden counsels of divine wisdom, sustaining its
strength by resting on the eternal words of prom-
ise. Life, — not coldness, not indifference, but
life, however manifested, however varied, if so
be that it is true and earnest ; — even that
secret life which is hid with Christ in God.

Have we such a life in our schools ? — and if
so, why are not more definite and permanent re-
sults manifested? What is the true meaning of
such self-consecration ? Do we not too often
belittle its force, and seek to fashion it according
to our own low aims and worldly standard of
attainment ?

First and chief of all, it implies a sense of in-
dividual want and weakness, and a reliance on
the free and unmerited mercy of God revealed
through Christ ; a sense of personal union with
the Saviour, and of indebtedness to him as the
soul's only refuge and strength. It is more than
an intellectual faith in the teachings of Christ,
more than a general feeling of the worth and
importance of Gospel truth and a vague desire
to lead a Christian life ; more than a mere im-
pulse of goodness and a wish to follow a certain

OF THE CHRISTIAN LIFE. 47

fashion of benevolence. It is the giving up of
the soul to God; it is the secret confession
breathed in the words of lowly and penitent
prayer ; it is the yielding up, once and for ever,
all sense or claim of personal merit, and relying
on the Spirit for guidance, help, and direction.

Can a teacher speak of these divine truths,
unless he has felt their power in his own soul ?
unless he has experienced his own deep need of
a Saviour, and felt the powerful influence of the
cross ? Is there not among us too much of a
mere intellectual knowledge of Christ, as God's
chosen Messiah, derived from reading or educa-
tion, without a vital heart-union with him ? Is
there a living faith in the peculiar influences of
the Holy Spirit, as derived through Christ, and
dependent on him as the ever-present mediator ?
In how many minds, indeed, is there a mere
vague, general belief in the agency and influence
of the Spirit, consisting of little more than the
soothing influences often derived from the con-
templation of some beautiful scene in nature or
some master-work of art ; from the calmness of
the early morning, or the often richer glories of
the sunset hour ; dependent, perchance, upon the
tranquil state of the nerves, or the quietness and
success of the outward life ! And with such,
how little depth of meaning is attached to ex-
pressions like these, "being baptized with the
Holy Spirit, being filled, renewed, sanctified by
the Spirit " ! 5

48 BEGINNING AND GROWTH

Without this sense of union with the Saviour,
without this conscious guidance of the Spirit,
can any soul truly guide, direct, and aid another
soul in its heavenward course ?

High attainments, or a mature faith, are not
essential; but some spiritual, realizing conscious-
ness of the true relation of the soul to God and
to Christ is essential.

By many teachers is Christ thus presented to
the child ? Is he led to feel that the Saviour
is ever present with him, sympathizing in his
joys and trials, watching his progress, strengthen-
ing each better endeavor, interested in every lit-
tle conquest and every true effort ? Is he taught
to pray through Christ for the divine blessing,
receiving each spiritual gift through him as the
one Mediator, looking to him as his final Judge,
as the Reconciler of the soul to God ? In fine,
is the image of Jesus so blended with the in-
structions and impressions received, that it be-
comes, even in childhood, a reality to the soul?

We complain of and deplore the result ; but
does not the evil lie deeper than many imagine,
even in the child's earliest education, in those
years when impressions are the strongest, and
the affections the warmest and most vital, and
when too often the young spirit is left to itself
to gain its first religious impressions, at mere
hazard, from any chance seed that may be sown
in the open soil ? How often, too, even in the

OF THE CHRISTIAN LIFE. 49

Christian household, is mere general religious
instruction and influence imparted, and no direct
parental efforts made to become acquainted with
the peculiar wants, workings, trials, and question-
ings of the child's heart ! Where there is any
natural diffidence or reserve, especially in speak-
ing of the deeper cravings and wants of the
spirit, this only increases and strengthens as
years pass on, until the hour of anxious self-
questioning arises, when happy for the spirit if
it find some Christian friend or teacher, in whose
experience it can confide, and receive the help
and guidance and sympathy it needs !

Oh ! were those who have the care and guid-
ance of the young, in any degree aware of the
deep impressions made in early childhood; of
the difficulty of building up this living, realizing
faith in after years, when it has not been inter-
woven in the very fabric of the child's heart, we
believe that many would pause ere taking upon
themselves the sacred responsibilities of teacher
or guide, and first ask in deep self-scrutiny,
"Have I a living faith in Christ? Do I feel
my personal relationship to him ? Do I so love
the Saviour, through a consciousness of what
he has done for my own soul, as to speak in
sincerity to the young spirit of that divine love,
and to strive to lead it in early life to the fold
of the Redeemer? Have I a practical faith in
the quickening, sustaining, sanctifying influences

50 BEGINNING AND GROWTH

of the Holy Spirit, and is it my daily prayer
that my whole soul may be baptized with its
divine power ?

A mere intellectual faith, a belief in Christ
as a holy teacher alone, as the Messiah of the
past, may be sufficient to some minds; but it
serves not the soul in the hour of deep self-
questioning, when the surging waves of con-
science and memory rise in their gigantic force,
and the holiness of God, and his perfect law,
stand a vivid reality before the soul, disclosing
all its secret and hidden depths ; it serves not
in those silent watches of the night-season, or
in those hours of physical prostration, when the
darkened chamber, the hushed whisper, and the
gentle footstep leave the soul to its own self-
communings, and the thought arises in its
solemn power,

" Thou must go forth alone, my soul !
Thou must go forth alone,
To other scenes, to other "worlds,
That mortal hath not known.
Alone must thou go forth, my soul,
To meet thy God above ! "

It serves not amid the daily duties and toils
of life, the cares, anxieties, and perplexities,
the joys and griefs of each passing hour, when
the soul needs a more than human helper to
sustain its composure, to preserve its rectitude,
to quench the rising passion, to impart peace.

OF THE CHRISTIAN LIFE. 51

Are we told that Christ came to introduce and
establish a new system of religion, and that
through his perfect moral teachings alone the.
human mind is to develop and educate itself?
Are we taught that a faithful, conscientious per-
formance of duty is all that God or the Gospel
requires ; and that such a life brings its own re-
ward, here and hereafter ? Point us, we would
reply, to any one heart that in this way alone
has found true strength, or the deepest peace,
and we will surrender our own views. No : a liv-
ing Saviour does the soul need ; a sense of the
personal sympathy, the ever-quickening influence
of a present Christ ; to feel even now the thrill-
ing touch of the Master's hand, and, like the dis-
ciple of old, trustingly to repose on his breast.

Tell us not only of the dignity of human
nature, for self-knowledge utters its cry of in-
ward want, failure, and destitution ; tell us not
alone of the innate capacities of the soul and
its power of self-development, for vain mockeries
are they to the soul in its hours of deepest need ;
tell us not of the goodness of God as revealed in
the beautiful harmony of the outward universe
alone, as if this were an all-sufficient anchor to
the spirit ; for there are moments when the cloud
within casts its dark shadow over the fairest
scenes and the brightest skies, and faint and
uncertain is nature's response to the earnest
questionings of the spirit.
5*

52 BEGINNING AND GROWTH

There are periods in the lives of all when ab-
stract truths lose their power. In those seasons
when the waves and billows of adversity sweep
over the soul, when all outward supports fail, and
even the tenderest human sympathy seems cold
and vain to the desolate and bleeding heart ;
when sudden and desolating grief bows the spirit
in bitter anguish, and the joy of peaceful days
is swept away in a moment, — the soul turns
not to arguments, nor to intellectual truths, nor
to any mere ivords of revelation, for such are
then all too cold and lifeless. It turns to Christ:
it seeks his consoling presence ; the tender sym-
pathy that wept with the mourning sisters at the
grave of Lazarus, and uttered those soothing
words of peace to the trembling and sorrowing
disciples, " Let not your heart be troubled ; my
peace I give unto you." It follows him to the
garden-shades, and learns from that bitter agony
of the love made perfect through suffering ; and
as it bends at the foot of the cross, and there
reads the lesson of sublime self-renunciation, and
of love, stronger than death, it feels and believes,
that, even though the furnace be seven times
heated, One is ever with it who will bring it
forth unharmed. It knows that the ministering
angels of God's love are near, and it believes and
trusts ; for He who dwells in the bosom of the
Father is with it, giving the needed strength, and
abiding with it as the ever-present Comforter.

OF THE CHRISTIAN LIFE. 53

No : abstract truths, moral formulas, however
pure and sublime, have little power to touch the
heart, to kindle heavenly aspirations, to awak-
en the dormant sensibilities. It was something
far more and deeper than these that has led the
noble army of apostles, martyrs, and mission-
aries to yield up all for Christ. It was more than
these that induced Martyn, in the vigor of open-
ing manhood, to give up home, and friends, and
country, to relinquish the rich emoluments of
talent and industry, to lay down his life on the
burning plains of the East, amid a strange and
heathen nation, — an early and a noble sacrifice.
It was more than cold abstractions that sus-
tained the tender love and untiring zeal of Brai-
nerd and Eliot, as they proclaimed the words of
Gospel truth amid the deep wilds of American
forests ; that led the gentle Mrs. Boardman to
seek the shores of India, leaving all that woman's
heart holds so dear, and nobly and undauntedly
to meet the privations and toils of years of suffer-
ing, sustained by a power not her own ; that led
Oberlin to make his home amid the snow-
crowned Alps, and Howard to close his faithful
years, laboring to alleviate the horrors of dun-
geons and prisons. It was no formal utterance
of abstract truths, or of an intellectual faith
alone, that gathered crowds to hear the loving
wTords of Cheverus, that breathed in the ten-
der, winning accents of Fenelon, that moved

54 BEGINNING AND GROWTH

and swayed the breathless multitude as they
listened to the soul-stirring words of Edwards,
or to the moving eloquence of "Whitefield and
Wesley.

It was no cold and formal truths that led the
little band of Moravian missionaries to the bleak
and barren shores of Greenland, that enabled
them to labor amid hardships and discourage-
ments such as would have wholly deterred hearts
less earnest and trusting, and that enabled them to
speak with such persuasive fervor and zeal that
the hearts of the ignorant and degraded were
melted and touched, as they proclaimed the
divine message of pardon and salvation.

No : they spoke of Christ. They pointed to
that central figure, the embodiment of all truth
and power, and love and wisdom, and bade the
sinful, the ignorant, and the dying turn to him
as their only refuge and support. They felt his
presence and his love in their own souls, and
so their words were redolent with power, and
their tongues kindled as with the fire of inspira-
tion.

Teach, then, the child of Christ the Saviour,
and of the Father of perfect holiness and love,
manifested in and through him. Let soul speak
to soul ; and though the teacher may possess no
peculiar talent, no high attainments, this inward
power and principle will be felt. Let his daily
and fervent prayer be, to be brought into a con-

OF THE CHRISTIAN LIFE. 55

scious union with his divine Master, to abide in
him, as the branch in the vine, and to feel that
all his life is derived from the Father through
him.

Such teachers are needed in our schools, — souls
consecrated to Christ, feeling that the Gospel is
addressed to them individually, and that they
have a solemn responsibility in proclaiming its
words of divine truth.

A consciousness of imperfection and sin will
not deter them from the work, for they will feel
that He who spake the words of pardon and of
peace to the weeping woman that bathed his
feet in tears of humble penitence, will not reject
any soul that clings to him in tender love, and
seeks to follow him in daily duty. Of the
humbled Publican, not of the self-complacent
Pharisee, was it said, that " he went down to
his house justified."

Let us have this life of Christ in our schools,
this inward, spiritual love of the Saviour, filling
the hearts of the teachers, and life will spring
from barrenness, and verdure and bloom will
cover every waste and desert place, and the
promise of the Father will come upon each
waiting soul, through his Christ, — even the bap-
tism of the Holy Spirit.

56 BEGINNING AND GROWTH

CHAPTER V.

QUALIFICATIONS OF THE TEACHER. INTEREST

AND PERSEVERANCE IN THE WORK, AND A TRUE
LOVE OF SOULS.

" Take heed unto thyself. .... Study to show thyself approved
unto God, a workman that needeth not to be ashamed, rightly divid-
ing the word of truth And the servant of the Lord must not

strive ; but be gentle unto all men, apt to teach, patient."

" I intend to take a class in your Sabbath
school," said a young lady to a friend who for
several years had been engaged as teacher ; " and
I want your assistance in engaging some pupils,
for I know of but one at present whom I can
persuade to come." The required promise was
readily given, and in the course of another week
the young lady was informed that three little
children were ready to enter the school for the
first time, taken from homes of poverty and ig-
norance, having enjoyed no religious instruction,
and especially needing the kind and simple les-
sons of love and of truth that she might be able
to impart. " O I do not want such a class as
that," was the quick rejoinder ; " I had rather

OF THE CHRISTIAN LIFE. 57

wait till I can find some children more inviting
to teach ; I never could do anything with such
as those, I am sure, they are so uninteresting."
And so the golden opportunity was lost,, and
another and a truer disciple of her Master was
found, to unseal the fountains of spiritual truth
to those young and thirsting souls, one to whom
it shall be said hereafter, " Inasmuch as ye did it
unto one of the least of these, ye did it unto me."

Could such a spirit as was here exhibited have
been calculated to exert a beneficial influence
over the young and inexperienced ? Was there
any true self-consecration to the Master's ser-
vice ? any realizing sense of the worth of the
soul, and of the Father's love for the youngest
and the feeblest spirit? Are there no such teach-
ers now in any of our schools ? Is there not
among us too much of the spirit of ease and self-
indulgence, and too little of the true missionary
spirit of self-renunciation, of that deep love of
our work which would lead us to count all things
as naught, so that we might win souls to Christ ?

If the teacher enter upon his office simply as
a matter of course, because he is anxious to fol-
low others, or merely to pass a Sabbath hour
agreeably among five or six well-behaved, well-
dressed children, making little or no preparation
for his duties beforehand, and deeming those du-
ties fulfilled when the appointed lesson is well
recited, though but a portion of the time allotted

58 BEGINNING AND GROWTH

to such recitations be thus occupied, what ought
to be expected ? what is the necessary and real
result ? As we sow, so shall we reap. Indiffer-
ence, or a superficial goodness, or a faith merely
founded upon the intellect, and having no deep,
abiding root in the soul, must be the natural
consequence of such teaching. Where a teach-
er undertakes his responsible office, virtually ex-
pressing, in so doing, his faith in Christ as his
own guide and example, and his desire so to fol-
low his life of benevolence and self-sacrifice as
to be the means of leading young hearts to
choose him as their only teacher and guide, of
bringing back the lost and wandering to look to
him as their only sufficient Saviour and Redeem-
er, and yet is unwilling to take under his charge
any but the well-dressed children of the more
favored classes among us, is there not some vi-
tal defect in his spirit, which, if he has any true
self-knowledge, ought to deter him from taking
such an office at all ? Can he possess that love
of souls which alone can render his teaching
effective ?

We well know the discouragements attending
the charge of a class of the more ignorant and
neglected children among us ; but we know, too,
the happiness and the good resulting from such
intercourse ; and we cannot but feel, that in
most instances where no good has been effected,
the want of success is to be attributed in part to

OF THE CHRISTIAN LIFE. 59

the teacher, as well as to adverse home influences.
We have known instances where a teacher has
had children for months under his care, who yet
has never seen them in their own homes ; never
expressed any interest in the long sickness of a
parent, brother, or sister ; never testified that in
any way they were associated with other than
the Sabbath hours. We have known other teach-
ers, who have seen the neglect, undertake the
offices of Christian charity to such children, in
addition to those under their immediate care;
speaking the kindly word of sympathy at home,
and creating ties of spiritual love and gratitude,
which the nominal teacher in vain could expect
to form. When the former have complained of
coldness or indifference, or want of success, and
have wondered how others possessed the "tact"
of interesting such ignorant and uneducated
minds, we have sometimes thought that the true
cause was sought everywhere but within. Are
the discouragements attending the instruction of
such children more or greater than must be en-
countered by every true teacher in the charge of
those who come from mere worldly and fashion-
able homes, where the voice of prayer is seldom
or never heard, and the Bible is regarded as only
a book for Sundays, or its gilded covers as a
suitable ornament for the centre-table ? Has not
the teacher even a more difficult work here to
perform in overcoming frivolity and indifference,
6

60 BEGINNING AND GROWTH

and in breaking through the hard crust of self-
satisfied complacency and self-righteousness ? If
the child or youth sees the teacher, who speaks
to him in the Sabbath hours of the duties of
self-denial and self-consecration, of the supreme
importance of eternal realities^ and of the com-
parative worthlessness and insignificance of the
merely external and outward, absorbed during
the week in every passing pleasure, — devoted
to dress and fashion and gain, fond of flattery
and amusement, making no systematic or ear-
nest efforts for self-improvement or the good of
others, — what wonder that he regards the in-
structions of the Seventh day as of little worth
or importance ! No : the work is regarded as far
too easy a one, and so, too often, those of little
spiritual energy, vital religious power, or practi-
cal force of character, enter into the labor, ex-
pecting to reap at once an abundant harvest, and
are disappointed because they only reap as they
have sown. The eye of the child is quick and
ready to discern ; and unless there be in the
teacher a true and heart-felt love, and a spirit of
patient, calm perseverance in his work, in vain
will it be to address to the pupil mere words of
goodness ; he will see through the shallow arti-
fice, and his own languid interest will but reflect
the teacher's spirit.

A truer self-consecration and a more genuine
vital energy are needed among us. Something of

OF THE CHRISTIAN LIFE. 61

that resolute zeal by which Chalmers effected so
much amid the crowded streets and narrow lanes
of Glasgow, in bringing the neglected children of
want and ignorance under the influence of well-
regulated schools and faithful teachers, and
which led him to say, in deep earnestness, to
those engaged wTith him in the same noble work,
" Until men go forth among our heathen at
home with the same zeal and enthusiasm which
are expected of missionaries who go abroad,
there will be little true knowledge of religion
throughout the mass of our city families, or a
reclaiming of them from those sad habits of alien-
ation from God and from goodness into which
the vast majority of them have fallen."

We want, not only those who are ready to
labor beneath sunny skies and in a serene atmos-
phere, where a quiet, simple routine is to be
weekly passed through, and no difficulties en-
countered, no opposition experienced ; but we
need spirits made strong through endurance, res-
olute by action, stringent by earnest exercise.
In this cause, if in any, we need the energy and
zeal manifested in other departments of duty,
amid the routine of business, the competition for
distinction, the struggle for literary eminence and
fame. Let the teacher go to his duties with
heart and mind, energy and strength. Listless-
ness and indifference are the sure forerunners of
spiritual death.

62 BEGINNING AND GROWTH

Let him be awake to his work. Spiritual in-
dolence is a most subtle enemy, and one more
to be feared by every true-hearted Christian than
any other. Where there is a Christ-like, living
spirit, " it will never suffer the individual to sit
idly with folded hands, looking lazily out on the
white fields of harvest, where no reaper's sickle
rings against the wheat; but it will send him
forth to work, nerved with an impulse that no
disappointment can palsy, no misgivings keep
back." Such an energy, not fitful and spasmodic,
but having its seat in the inmost soul, cannot but
be effectual and life-giving.

In the Christian teacher, one of its first and
most essential fruits will manifest itself by a
faithful punctuality in all the duties of his office.
His seat will not be found vacant every time that
the weather is a little unpropitious, or any little
personal effort is needed for him to be present at
the appointed hour ; but he will regard it as an
essential duty to the whole school, no less than
to his individual class, to be at his post regularly
and punctually, unless sickness or absolute ne-
cessity detains him from his duties.

Nothing can be more injurious to the discipline
and regularity of a school, than to have the bane-
ful example of teachers who are inconstant in
their attendance, or who, by a late and hurried
entrance, interrupt the opening exercises of the
school. Order, regularity, and method are essen-

OF THE CHRISTIAN LIFE. 63

tial to every well-arranged and well-governed
school, and these ends cannot be secured without
the co-operation of the individual teacher. At
the cost of whatever personal effort, let him feel
that there is an absolute obligation laid upon
him so to act ; for as regularly and punctually
should he be at his post as the teacher of any of
our secular schools.

If he is obliged to be absent, or to suspend his
duties for a season, let him give due notice
to the superintendent, and make such arrange-
ments as may be possible to have his place sup-
plied. Nothing is more discouraging to a class,
and more surely quenches at once all ardor and
interest in their pursuits, than to go Sunday after
Sunday, and find their teacher absent ; or if they
are in season, to have him enter, when the open-
ing exercises have been performed, or the school
is half over. Every teacher should be in his
place before the opening of the school, and be
ready in a calm, quiet, and collected spirit, to
meet his pupils.

A faithful and eminently successful teacher,
now passed from earth, always made it his
practice to be in his seat some minutes before
his pupils, in order to find time to collect
his thoughts, to offer renewedly the secret
prayer for guidance and a special blessing on
his instructions, and to realize more fully his
Master's presence and sympathy in his imme-
6*

64 BEGINNING AND GROWTH

diate labors. Might not such a practice be
beneficial to every teacher ? and still more,
would not its spirit react with vital power upon
every pupil ?

If these duties are undertaken in the spirit of
Christ, with a sincere desire to be a minister of
good to other souls, there must also exist in the
teacher's heart the Saviour's spirit of self-renun-
ciation, of patient love and sympathy. To speak
to the heart of the child, we must understand
something of its wants and desires, its joys and
griefs, its hopes and fears. We must feel with
him, make his individual character a close study,
and regard nothing as little that contributes to
his happiness, or that ever brings a shadow
over his youthful brow. What seem little
things to us, trials and joys too trivial to men-
tion, are great to him ; and it is in and through
these daily and seemingly trivial events that
he is to be led to a true self-conquest, and a
trusting, child-like faith.

Tell him not in abstract terms of love and
duty and immortality ; but touch those warm
and glowing affections, too often repressed by
ignorance, or sin, or coldness ; lead him to con-
fide in you as a loving, sympathizing friend, to
whom he may freely trust his troubles and his
joys, — then bring before him that Holy One,
who took the little children in his arms and
blessed them, who rolled back the shadow of

OF THE CHRISTIAN LIFE. 65

death from the brow of the young Jewish
maiden, and who himself became the child of
sorrow and of suffering, that for evermore its
power might be transfigured to human hearts.-

Tell him of the kind and good Father who
watches over him, and loves him, and cares for
him infinitely more than the best of earthly
parents ; associate the thought of God with all
that is glad and beautiful in life ; teach him to
look above for a blessing, with the brightness of
each opening morning, and to seek the shelter of
the same watchful care and love, as the evening
shades gather around his home.

Let no coldness, no sternness, no unsympa-
thizing word or look repress the childish utter-
ance of love, or chill the warm glow of his
young affections. Let him not feel that the
religion of Jesus has no part in the joys of
childhood, or the gladness of opening youth, but
through a cheerful faith, a ready sympathy, and
a glad participation in all that contributes to
his innocent amusement or true improvement,
let him learn the reality and the joy of a true
religious faith and hope.

Some there are well fitted for their vocation
in all but this, — they do not enter into the
child's feelings, nor learn through a gentle sym-
pathy the access to his heart. It is like an un-
known region to them. " Father," said a bright,
intelligent boy of nine years, as the hour for

66 BEGINNING AND GROWTH

school arrived ; " Father, if you will let me be
in Mr. B.'s class, I should like to go ; but if not,
I do not want to attend school any longer, for I
do n't think my teacher cares anything about
me. He hears and explains my lessons, it is
true, but I know he do n't love me." And yet
there was no more conscientious and intelligent
teacher in the school than the one referred to ;
but he had studied truth too much in reference
to the intellect only, and realized not the essen-
tial importance of studying even more the child's
heart, and of learning how to enter into his
active, inquisitive mind.

The heart must breathe in the words and man-
ner. Teach the child in every possible way, by
every little attention, every word of encourage-
ment or admonition, that yours is a deep and
a true interest, and your instructions wall not be
in vain. Expect not to mark the same interest,
or to witness the same results in all, but study
each individual character, and seek to bring out
the peculiar excellencies of each ; to learn their
different tastes, habits, and feelings. Show that
you appreciate their least endeavors ; for a word
of encouragement will often do far more than
reproof. If the child be indolent and careless,
seek worthy stimulants to rouse him to exertion ;
if cold and indifferent, strive to quicken his dor-
mant affections ; if irritable and petulant, evince
always a quiet and firm manner, and teach him

OF THE CHRISTIAN LIFE. 67

by your own gentle and loving spirit the beauty
of a Christ-like temper. Never reprove in harsh-
ness, or before others, wounding the delicate sen-
sitiveness of the child's heart. Talk not of his
peculiar faults before the whole class, but speak
to him alone or in private, and expose not his
susceptible feelings to the laugh or gaze of
others. Lead him to feel that you have confi-
dence in his power of improvement, and so
awaken in him a true self-reliance ; for constant
fault-finding is always and everywhere depress-
ing. Never reprove or admonish when there is
the least degree of anger or impatience in your
own soul. A reproof loses all its moral majesty
and its due effect when the tongue teaches one
thing, and the manner, voice, and expression of
countenance wholly another.

Insist on order and obedience in your class
from the very first, for nothing can be accom-
plished without these. Be firm, dignified, and reso-
lute, and at the same time gentle and affectionate.

Let not any pupil receive a partial attention.
Turn not to the bright, intelligent, and thought-
ful, as if they were to receive exclusive care ; but
remember, that beneath the coarse garb, uninter-
esting exterior, and often repulsive bearing of
the child of ignorance and want, there are the
germs of a life as true and noble as in the more
favored child of affluence and of joy. Nay :
give a double attention to such, — - show them a

68 BEGINNING AND GROWTH

deeper love and a more tender sympathy, for
they need it more. It may, indeed, be more
pleasant to train the delicate and cultivated
plant, and watch its beautiful unfolding ; but
the rough and unsightly shrub will often yield
the richest and most abundant fruit, — and " by
their fruits ye shall know them."

May it not be, that your love, your simple
words of kindness, alone stand between the child
and a cold, unsympathizing world? Home he
may know only as a nightly shelter, — perchance
not even that ; and a parent's name brings up no
endearing thought, recalls no soothing, gentle
voice of love. You may imagine your endeav-
ors all fruitless and void ; but in after years it
may be that your image wall blend with those
loving words, " Our Father," and he will bless
God for one who shed a single beam of light
upon his benighted and darkened childhood.
Would not such a consciousness be an ample
reward for every sacrifice and discouragement ?

Stand, for once, beside the dying bed of such
a child ; all is cheerless in the cold and desolate
room ; no mothers gentle voice speaks of the
good Shepherd's care, or soothes the weary
spirit, as it passes through the dark valley; no
cheering words of faith and hope point the de-
parting soul to the glad, bright home above ; but
noisy words and harsh discords fall on the ear,
with no loving hand to bathe the aching brow

OF THE CHRISTIAN LIFE. 69

or soothe the weary limbs. But amid all the
noisy strife and all the outward cheerlessness,
see how the little hand clasps the simple hymn-
book given her by her teacher one glad summer's
morning, and which brought so bright a smile
over the careworn face, as she was told that it
was " her own " ; listen to the half-murmured
words of the last Sabbath lesson, —

" ' Let little children come to me,'
The blessed Saviour said " ;

watch the bright smile that steals over the pallid
face, and beams in heavenly beauty amid such
a scene, as if the Saviour were indeed visibly
present to that young spirit, waiting to receive it
to his arms of love ; and then turn away, and ask,
if you can, " Is it a light thing to be a teacher to
such as these ? "

Not many months since, a young man in a
sailor's garb entered the store of a merchant in

the city of P . On being asked what he

wished for, as he carelessly leaned over the
counter, he looked steadily into the merchant's
face, and in a trembling voice exclaimed, " Do

you not know William H , your old pupil ? "

Well might he ask the question, for his whole
exterior was not more changed than the expres-
sion of his countenance, once cold, careless, and
indifferent, now full of life and animation, and
speaking of a conscience no longer silenced and
disobeyed.

70 BEGINNING AND GROWTH

In relating to his friend his personal adven-
tures as a sailor, during the previous five years,
he made the following touching remarks : —

" I well know the trouble I gave you, when in
your class at Sunday school ; how utterly heed-
less I was of all your instructions, and how in
every way I tried to thwart your endeavors. One

Sunday, in company with H , I behaved even

worse than usual, and you told me that you
should be obliged to dismiss me from the schoo],
unless I would promise to behave better. You
talked seriously and very earnestly to me. I felt
it all, but was too proud to show it, and I deter-
mined to brave it out, though in my heart I knew
you were my best friend.

" However, the next week, being somewhat
ashamed and weary of my vagrant kind of life,
and dreading too, more than all, my mother's
quiet reproof, I engaged as a sailor on board the
merchant ship ; Columbus.'

" The next Sunday morning, I thought I would
just go into school once more, as I really felt a
little homesick at the thought of going to sea
for the first time, to be absent many months.
The opening hymn was being sung, as I noisily
entered. I took my seat, but cared, as usual,
little for the lessons. Had you spoken coldly or
harshly, it would have been all over with me.
But when you took my hand so kindly, and
spoke so earnestly, pleading with me to leave off

OF THE CHRISTIAN LIFE. 71

my bad habits, I felt more ashamed, more self-
convicted, than ever before. I said nothing;
but when you bade me < good by,' using no re-
proachful words, and the next morning went all
the way to the wharf to see me safe on board
the vessel, and placed this very Bible in my
hands, I could no longer resist your patient kind-
ness. Often and often did your words come
back to me amid the busy scenes of the day, or
when watching alone by night on the cold deck,
and I then solemnly determined, God helping
me, to lead a better life.

" Months and years have passed, but you have
never been forgotten in my daily prayers ; and I
determined, if ever I reached this port again, to
come and thank you for your love and kind-
ness ; — for," he added in a faltering voice, " to
you, under God, do I owe all that I now am
and all that I hope for hereafter. Had you
been unsympathizing or discouraged, who knows
where I might now have been ? "

At the same time, and in the same school,
was a girl, quick and bright of intellect, and at-
tractive in personal appearance, but wild, careless,
and irreverent in disposition, and devoted chiefly
to dress, fashion, and every passing amusement.
Caring, as she did, little for application in any
pursuit, and disregarding home instructions, her
teacher sought in vain to impress her with the
importance of religious truths and duties, or with
the solemn realities of a life to come.
7

72 BEGINNING AND GROWTH

Month after month she attended the school,
and often her teacher was orr the point of giving
up what seemed a hopeless task, so little appar-
ent influence did she exert over her. At length
she removed to another city. Years passed on.
Those who once were pupils had taken the
places of teachers in the school, and still its use-
fulness was sustained. Nothing had been heard

of Caroline B , until, one Sabbath morning,

a letter was handed to her old teacher, directed
in a well-known hand. After giving an account
of her new and pleasant home in the far West,
and of the little family, gathered around her, in
touching terms she referred to the old school-
room at , and of the many associations

gathered around that spot. " Often and often
have I thought of your kindness and of your in-
structions, and thanked God that you wearied
not in what must have seemed such fruitless
labors. I know I ridiculed and spurned them.
But when laid for months on the bed of sick-
ness, unable even to read, your gentle voice and
those Sabbath lessons came back to me as fresh-
ly and as vividly as but yesterday. Your plead-
ing and earnest words echoed and re-echoed
through my soul, and when life and health slow-
ly returned, I arose from my bed another and a
different being. Life has become transfigured to
me. The future is no longer a dream, nor eter-
nity and retribution mere names. Gladly would

OF THE CHRISTIAN LIFE. 73

I pour forth my heart-felt thanks to you, but
words are inadequate. In another world, next
to the Saviour shall I thank you for your love
to me, when I rendered no return."

Do not such incidents as these — and easily
could they be multiplied — speak in earnest tones
to every teacher of the duty of long-suffering pa-
tience, and a steady, hearty perseverance in the
work ? Shall we be so quick and ready to see
the faults and be discouraged by the heedless-
ness of the little child, or the ardent, impetuous
youth, when standing in such daily need our-
selves of the Divine forbearance and forgiveness ?
Where should we be, were the Master as ready
to mark our follies and sins, as we are to com-
plain of those who often hear no words of re-
ligious instruction, save from our lips ?

Let the teacher be diligent, faithful, and true,
but never let him be discouraged in witnessing
no immediate results of his labors. " First the
blade, then the ear, after that the full corn in the
ear."

Let him faithfully give line upon line, precept
upon precept, never wearying of repeating the
same explanations, patiently meeting the various
wants of his pupils, and in trusting faith break-
ing to them the bread of life. Let him never
give way to any feelings of impatience or irrita-
bility, or evince, by a careless, hurried manner,
that he is weary of his work ; but let him ever

74

BEGINNING AND GROWTH

remember Him who is long-suffering and kind,
even to the unthankful and the evil, and never
feel discouraged, so Ions: as he is conscious of
having spoken and acted with the sincere pur-
pose of following his divine Master.

■• Speak gently to the erring ones,
They must have toiled in vain ;
Perchance unkindness made them so :
0, vrin them back again !

" Speak gently, — ''tis a little thing
Dropped in the heart's deep vrell ;
Tke good, the joy. that it may bring
Eternity shall tell.''

Patience and perseverance, learned from a holy
communion with the Saviour's life and spirit,
inwrought into the secret recesses of the soul,
what qualifications more essential to the religious
teacher ! Patience towards others, patience with
one's own heart, sustained by the steadfast, on-
ward endeavor, and the quiet waiting upon
God ; a fixed and definite aim, upheld by a
strong, resolute, and determined perseverance to
go right onward, though no visible, immediate
results are realized, — such a spirit does every
teacher need.

To every one trulv and heartily engaged in
the work is it said, with a deep and abiding
emphasis, ;- Be not weary in well-doing " ; for
the promise is sure and for ever, ;; In due sea-
son ye shall reap, if ye faint not."

OF THE CHRISTIAN LIFE. 75

CHAPTER VI.

QUALIFICATIONS OF THE TEACHER. CHRISTIAN

FAITH AND HOPEFULNESS.

" 0 help us, through the prayer of faith,
More firmly to believe ;
For still the more the servant hath,
The more shall he receive."

" If ye have faith as a grain of mustard-seed,"
said our Saviour to his disciples, as, awe-struck
and astonished, they witnessed the display of his
miraculous power, " ye shall say unto this moun-
tain, Remove hence to yonder place, and it shall
remove ; and nothing shall be impossible to you."
In another place, as if to unfold to them yet
more fully the profound and seemingly hidden
mystery of his words, he adds, " What things
soever ye desire when ye pray, believe that ye
receive them, and ye shall have them."

Are not these words equally applicable to the

Christian teacher of the present day as to those

first disciples ? However widely different in its

peculiar circumstances and mere outward envi-

7*

76 BEGINNING AND GROWTH

ronments, is there not as deep a need now in the
Church of Christ of this true, abiding faith, as
in those earlier times, when trial and persecution
were the certain results of a frank and honest
avowal of the divine claims of the Redeemer ?

Is not this faith greatly wanting among us ?
Have we not, to a great degree, lost a simple
and practical trust in the power and efficacy of
prayer, the one great means of sustaining a true
and living faith ? Believing, it may be, intellec-
tually, in the promise of divine help and guid-
ance, is there not among many a half-acknowl-
edged feeling that prayer is only an act of self-
excitation, a requisite form of the acknowledg-
ment of the divine goodness and support, but
bringing to the soul no peculiar benefits, no
special blessing from the fount of divine truth
and love ? Is there not a too prevalent feeling
of the necessary reliance upon God as the author
of eternal law and order, as a Being unchange-
able in his government, and for ever fixed in his
wise and inscrutable decrees, without that rever-
ential fear, that personal confidence, that holy
trust, that sees in all a Father's hand, that be-
lieves in his direct, immediate communion with
every soul, listening to the faintest prayer of the
sincere and child-like spirit, and adapting every
blessing, every trial, every event to the ultimate
good of the individual soul, — yearning over it
with a Father's tenderness, and satisfying its

OF THE CHRISTIAN LIFE. 77

faintest desires from his own overflowing fulness
and love ?

The sublimest of the prophets, in the midst of
his warnings and entreaties to the chosen people
of Jehovah, speaks of the Holy One as "being
afflicted in all the afflictions of his people." And
will not such a view of the divine character, so
tender, so compassionate, so congenial to the in-
dividual consciousness, alone prompt the sincere
and heart-felt prayer, the earnest supplication for
a faith like that which He revealed who ever
dwelt in the bosom of the Father ?

Is not such a faith, faint it may be at first,
and often doubting and hesitating, but growing
with the soul's growth, and daily increasing with
its strength, is not such a faith an essential quali-
fication for the teacher of religious truth ?

Were we asked, indeed, to point out the
quality which, more than any other, is needed
to render one an effective and successful teacher
of the young, we should reply at once and em-
phatically, Faith, — not a mere belief in the Gos-
pel as a divine revelation, but a heart conscious
of its power, and firmly relying on the Saviour's
word of promise, " Whatsoever ye shall ask, be-
lieving, ye shall receive."

However humble, however diffident of his
own strength, however young and inexperienced,
if this principle dwell in his soul, the teacher
will not hesitate to go right onward in duty, to

78 BEGINNING AND GROWTH

meet the claims of others, however weighty,
to speak the direct words of truth, or to make
the urgent personal appeal, however difficult it
may sometimes seem ; for he will feel that not
in his own strength does he stand, and that he is
but the minister of One whose word of eternal
truth remains sure and for ever : " My strength
shall be made perfect in thy weakness."

To every such teacher we would say, first of
all, cherish a just and true faith in those ivhom
you teach. Going from week to week to your
little class, accustomed to the same routine, meet-
ing the same familiar faces, often repulsed by the
cold word, the indifferent spirit, or the careless
manner, witnessing no immediate fruits of your
labors, called on again and again to repeat the
same simple explanations, and often seeking, ap-
parently in vain, to fix the wandering attention,
you need to cherish a deep, abiding, and real-
izing sense of the unspeakable worth and value
of every soul ; to realize that you are speaking,
not to the mere transient beings of a summer's
day, but to immortal spirits, — spirits that cannot
die ; spirits which the Eternal Father created and
loves, and for which Christ lived and died ; souls,
one moment of whose conscious existence infolds
greater mysteries than the most profound philos-
ophy can disclose ; capable of rising upwards to
heights of glory, purity, and holiness, now faintly
imagined even in its highest and boldest aspira-

OP THE CHRISTIAN LIFE. 79

tions, or of sinking into that spiritual darkness
and death which He, who well knew the strength
and the weakness, the good and the evil, in each
human soul, so fearfully and so solemnly imaged
as the region of outer darkness, " where the
worm dieth not and the fire is not quenched."

Study your own soul. Look searchingly and
carefully within. Learn its powers and capaci-
ties of progress and advancement, its powers of
thought and aspiration and growing holiness,
its capacities of love and sympathy and self-
sacrifice, and of heavenly faith and communion ;
read within, in every line and fibre of your intel-
lectual and moral being, the hand of the Al-
mighty Creator, for ever pointing out your true
relationship to him, in a holy, child-like depend-
ence, and teaching you to turn away from all
self-reliance and self-worship to Him who dis-
cerneth the very thoughts afar off, without whose
intimate, constant presence in the soul not even
thought could perform its simplest functions or
the spirit wing one earnest aspiration upward.
Learn, from close self-examination, from a true
and just self-knowledge, springing from the
depths of lowly prayer, and holy communion,
and a sense of inward want and deficiency;
learn, too, the reality of the soul's sinfulness, of
its alienation from God, of the perversion of its
noble powers, and the waste of its glorious in-
heritance ; learn that in itself it is weak and

80 BEGINNING AND GROWTH

helpless and sinful, and that only through the
divine renewal can it be brought into its true
relationship with the Unseen, — that only through
its second and true birth into the spiritual life
can it know aught of the blessedness of recon-
ciliation and pardon, and of oneness with God
through Christ.

Look earnestly and truly within ; and as the.
great facts of your moral being become distinctly
imaged to your soul, as they become eternal re-
alities to you, far more than the mere transient
events and fading glitter of the outward world,
as you contemplate the soul's immortal destiny,
and the momentous results that flow from its
present solemn choice between the great oppos-
ing forces that now divide the moral universe,
you will feel more and more that in every hu-
man spirit there are infolded powers and capaci-
ties, heights and depths of being, far transcend-
ing in grandeur and solemn interest a whole uni-
verse of material worlds. As this consciousness
becomes indelibly impressed on your soul, you
will meet your pupils from week to week, no
longer in mere outward form, but with the abid-
ing conviction that you are holding communion
with immortal souls ; with an assured faith that
in every child, however ignorant, however unin-
teresting to the common observer, however care-
less or indifferent, there dwells a living spirit, —
a spirit that shall still exist when suns and worlds

OF THE CHRISTIAN LIFE. 81

and countless systems shall have passed from
being.

Could every teacher come to his class from
Sabbath to Sabbath, "penetrated with a living
conviction of the grandeur, the infinitude, the
preciousness of the soul of every pupil ; could he
escape from the benumbing influences of habit,
and the constant tendency of details to fritter
away reverence and tame wonder down ; could
he keep his realizing perception of what a soul is
as vivid as if the revelation of it were made each
instant afresh to his own mind, — it is safe to
say, not merely that harvests, richer than his
boldest hope dared dream of, would crown his
toil, — an unprecedented intensity touching his
Christ-like lips with inspiration, and clothing
every word with wings of fire, — but also that a
zeal for the task would seize on his own heart,
sending him to it with an impulse that he could
not keep back, and would make his every mes-
sage like a chapter from the gospel of life."

Have faith, we repeat,, in those rvhom you teach.
Cherish a trusting confidence in the child. Be-
lieve that your fervent prayers of intercession in
his behalf will assuredly be answered, though it
may be in a way and at a time now unknown
to you. Have faith, that, if under God you can
awaken or strengthen in that young soul a desire
and a longing for its heavenly inheritance, One,
to whom that spirit's life is infinitely precious,

82 BEGINNING AND GROWTH

will ever work with and in him both to will and
to do, of his good pleasure.

Have faith in what you teach ; for it is the
eternal truth of God ; — not mere facts of human
wisdom, not the traditions of human authority,
not the perplexing theories of philosophers, not
the vain speculations of the theorist, or the mere-
ly fanciful dreams of the spiritualist, are you
called on to weigh, discuss, and teach ; but those
simple, solemn, and sublime truths, which consti-
tute the very essence and attributes of the Eter-
nal, which God has written in part on the soul
itself, and which he has yet more clearly revealed
through the life and mission of his Son.

Never feel that it is your truth that you are
imparting, for such teaching may well prove vain.
Speak in the Master's name and spirit, with faith
that his teachings received into the soul can re-
move even mountains of sin and evil. Believe
in his divine power. Cherish the full assurance
that He who at a single touch could send the
thrill of life through the palsied limb, and whose
word alone poured light upon eyes long quenched
in gloom and darkness, can equally awaken the
soul from its lethargic slumber of indifference
and sin, and shed celestial light over its darkened
being.

Measure not the divine power by your own
weakness and helplessness; distrust not the di-
vine resources. Think not, that, because you

OF THE CHRISTIAN LIFE. 83

witness no present fruits, the seed of truth con-
tains no germ of a living life.

" God moves in a mysterious way
His wonders to perform " ;

and often may verdure and bloom and gladness
spring forth in souls which to human sight
seemed all waste, barren, and unfruitful.

Rest your confidence firmly and exclusively
on the word of God, and accept his promises as
addressed to you personally. By faith go forth
and labor, and through faith endure, as seeing
Him who is invisible ; relying not on what you
can accomplish or perform, but only on what
God has promised to do in and through you.

So cherish a true and just, though humble,
faith in your power to teach. There is such a
thing as a vain self-distrust, and a false humility,
based, not on a Christ-like lowliness of spirit,
but on a lack of confidence in God, and a ques-
tioning of the divine omnipotence. It hesitates
to speak and act, not so much from conscious
weakness and ignorance as from an unwilling-
ness to trust in the divine promise, to give itself
wholly up to the guidance of the Spirit, and to
become simply the conscious and willing me-
dium of the divine blessing to other souls. It
seeks to work in its own way, to lay out its
own plans, to accomplish something great and
noble as of itself, — instead of laying its firm
hold on the Divine hand let down for its guid-
8

84 BEGINNING AND GROWTH

ance and support. Such self-distrust, such easy
discouragement, has never learned the lesson of
a true self-renunciation; for too often it arises
from an undue self-appreciation, which asks not
in lowly prayer only to be, in Goctfs own way,
a ministering servant unto others.

Let the teacher cherish an earnest desire to
carry the message of Christ's truth to other souls,
relying solely on his promise of help and blessing ;
let him cherish a living faith in those ivhom he
teaches, in the eternal reality of what he teaches,
and he will seldom doubt his poiver to teach.
He will no longer be anxiously questioning what
others may think of him, or whether his success
be greater or less ; but the truth realized in his
own secret consciousness, the love of Christ fill-
ing his soul, will compel him to the work. It
will be harder for him to refrain from entering
the field, or to quit the service, than to toil ear-
nestly, laboriously, and truly. He knows that
his Master is there, and under his standard would
he endure the same toils and difficulties, humbly
trusting likewise to share with him the same
eternal joy and blessedness.

Have faith, then, in your power to teach ; for,
as it was given to the early disciples, in the horn*
of danger and of trial, what they ought to speak,
even so shall your soul, resting wholly upon God,
be filled with the Spirit, and your tongue shall
be kindled as with the fire of inspiration, and

OF THE CHRISTIAN LIFE. 85

your lips shall glow with the burning utterance
of truth.

Look upward ever. Catch your inspiration
from the Saviour's own lips. Grasp the hand
even now stretched forth to guide and lead you.
Accept the proffered help and the tender sym-
pathy. Be of good courage ; rise, for it is no
human voice, but the Master that calleth thee,
that bids thee cast aside the fear and the doubt
and the hesitancy, and to enter joyfully and cour-
ageously into his service. He bids thee gird on
the armor and put on the breast-plate of faith
and love, and, " strong in utter weakness," to be
his now and for ever.

How has this earnest, conscious, trusting faith
shed the brightest radiance over the darkest pas-
sages of human life, and enriched its barren and
desolate wastes with a heavenly beauty and a
divine glory! Its light has pierced the captive's
cell, and often poured its holiest beams amid the
gloom and darkness of the dungeon ; it has
cheered the wanderer on his solitary path, and
strengthened the lonely missionary to deeds of
noble self-sacrifice and cheerful self-renunciation ;
it has filled the home of the poor with riches far
surpassing the splendor and the glory of Solo-
mon, — and by its side, in the rich man's home,
the countless treasures of wealth and luxury look
dim and pale ; it lights the brow of childhood
with a gentler beauty, and places the crown of

86 BEGINNING AND GROWTH

patient endurance on the head of saintly woman-
hood ; it sheds its own holy and blessed radiance
around the bed of sickness and of suffering, and
encircles the brow of the dying with a celestial
glory ; and over the silence of the grave it places
the unfading bow of celestial promise, encircling
both worlds in its beautiful embrace, and whis-
pering in gentle accents those inspiring words,
" He is not here, he is risen."

How many and noble have been the instances
in which this living faith has girded even the
fearful and timid soul to deeds of noble heroism
and sublime sacrifice, and enabled the spirit to
press patiently and faithfully onward in daily
duty, even though surrounded by darkness, trial,
and discouragement ! How is the cold hesitancy
of the mere worldling, and the timid faith of the
half-believer, rebuked by these examples of a holy
and sublime trust, — the world's richest and no-
blest inheritance !

When we read of the noble " Apostle to the
Indians," who so richly merited this significant
title, devoting, in entire faith, the powers of a
strong intellect and the vigorous years of a faith-
ful and active life to the laborious task of trans-
lating the Scriptures into an unwritten and sav-
age tongue, that he might better convey the Gos-
pel of divine truth to the unlettered and ignorant
tribes among whom he so zealously labored;
when we remember the devoted Cheverus, in-

OF THE CHRISTIAN LIFE. 87

flamed with an equal zeal and faith, encoun-
tering hardship and severe privations amid the
primeval forests of Maine, surrounded by unciv-
ilized Indians, or lovingly and unostentatiously
laboring among scenes of poverty, distress, and
pestilence in the crowded streets of the me-
tropolis of New England, or when in the Arch-
bishop's palace, surrounded by luxury, wealth,
and refinement, the great and the noble deemed
it an honor to claim him as their guest whom
no elevation, no worldly distinction or power,
could render less simple and loving or less de-
voted to his Master's work ; when we recall the
native enthusiasm of Loyola, first baptized and
consecrated by a religious faith and hope on the
couch of sickness and suffering, which, to human
sight, seemed destined to destroy his fondest
hopes and anticipations, but by the divine bless-
ing became to him as the entrance to a new
and spiritual life, — his soul being so pervaded
and filled with ardent zeal and an aspiring faith,
that henceforth no effort was too laborious, no
sacrifice too great, no suffering too severe, for
him to encounter in the service of his Lord;
when we remember Luther's bold promulgation
of the Apostolic doctrine of justification by
faith alone, by which he turned the world upside
down, breaking the chains of a self-righteous
morality and a self-sufficient piety ; when we
remember Wilberforce, with a Christ-like faith

88 BEGINNING AND GROWTH

and love toiling for years amid opposition, ob-
loquy, and scorn in the great cause of human
brotherhood and freedom ; when we go back in
thought to those earlier days of the Church, when
the acknowledgment of a Christian faith was the
seal of persecution and death, and remember
those whose only homes were among the cata-
combs of the imperial city or in wild and desert
places, their only refuge from the bitter tyranny
of oppression ; when we number the long ar-
ray of noble witnesses to Christ; of martyrs,
ambitious only to suffer for their Master; of
holy men in every age, who have loved truth
more than worldly honor and distinction ; of
reformers, who have boldly braved sceptical
taunts and cold sneers, and with unflinching
purpose pressed boldly on in their earnest en-
deavors for the attainment of a higher truth and
right; of missionaries, true to their calling in
the midst of discouragement and weakness,
counting it all joy if they might plant the sin-
gle seed of truth, perchance the germ of future
harvests alone ; when such men as Schwartz
and Martyn, Boardman, Judson, and Hall, NefT,
and Oberlin, rise before us in their self-sacrificing
devotedness and holy trust ; when we recall the
names of those less conspicuous to the world's
eye, but none the less true and devoted in a dif-
ferent sphere, — the noble Lady Huntington, the
praetical Hannah Moore, the zealous Catharine

OF THE CHRISTIAN LIFE. 89

Adorna, the gentle Elizabeth Carter, the self-
sacrificing Mrs. Fry, the true and faithful Mary
Ware, — we feel that there is a reality in the
Christian faith, a power to lift the soul above all
selfish considerations, to transform it into the
Saviour's image, and to make it one with God.
We can no longer question or coldly doubt its
divine and inherent force, for its quickening
pulse beats through our veins, and its sympa-
thetic thrill nerves our weak and often faint en-
deavors, as we read of that glorious crowd of
witnesses, who, having maintained a good con-
fession, have entered into the joy of their Lord.

Not alone to those distinguished by peculiar
trials or sufferings, or occupying conspicuous
stations in life, would we look. We would also
remember those whose path has been among the
sheltered scenes of life, in homes of holy love ;
whose daily toil has been sanctified by the spirit
of prayer; whose self-sacrificing devotedness to
others has been surpassed by none for whom
the world claims the crown of an immortal saint-
ship ; who have patiently watched by the couch
of lingering disease and chronic infirmity, and
calmly stood by the dying-bed of those most
dear, commending the parting soul, in the spirit
of an entire submission and a holy trust, to the
Father of all. We would remember those who,
in the Saviour's spirit, have gathered the wan-
dering and outcast, the children of ignorance and

90 BEGINNING AND GROWTH

sin, and in simple reliance on the divine word
of promise, have gone from house to house,
breaking to them the bread of life ; those who
have been unwearied amid the cares and per-
plexities of daily life, and whose lamp of love
has ever been kept trimmed and burning ; who
through faith in God have met discouragement
and disappointment, and transformed every trial
into a means of heavenly growth and progress.

As this nearer cloud of witnesses gathers
around us, with their words of holy love, as we
recognize the familiar countenances of those who
have cheered us on life's pilgrimage, or the secret
and hallowed influence of whose characters has
quickened in our souls a nobler aspiration and
a holier trust, we feel and believe more deeply
the reality of that spirit of faith through which
they conquered, and by which we also may at-
tain. It is no longer a mere word, but a working
force and an active power, felt in the secret depths
of the soul, bringing it into a nearer communion
with the Saviour's spirit, and into a holier har-
mony with God.

When, in the hour of secret thought and heav-
enly communion, the Christian teacher remem-
bers those committed to his charge, and bears
them in his heart in his earnest prayer of inter-
cession, let him ever pray in this spirit of con-
fiding faith, looking not for immediate suc-
cess or an earthly recompense of reward, but

OF THE CHRISTIAN LIFE. 91

believing that every seed of holy and right en-
deavor, however humble, will bear its true and
ripened fruit,

" In those everlasting gardens,
Where angels walk, and seraphs are the wardens ;
Where every flower brought safe through death's dark portal
Becomes immortal."

92 BEGINNING AND GROWTH

CHAPTER VII.

QUALIFICATIONS OF THE TEACHER. MENTAL

ENDOWMENTS AND SPECIAL PREPARATION.

" To serve the present age,
My calling to fulfil,
0, may it all my powers engage
To do my Master's will ! "

Having spoken of some of the spiritual traits
of character, and the heart qualifications, to be
faithfully sought and cultivated by every true
teacher, we would now pass to considerations of
a more intellectual nature, and to those mental
qualities essential to render one a successful and
effective teacher of the young.

Going into almost any of our Sunday schools,
and carefully watching the working of the whole
system as it now exists, the observer is at once
impressed with the fact that there are not ap-
parent that progress, order, unity, and system,
which so strikingly characterize the best con-
ducted of our public schools. Children of all
ages and capacities are admitted, and often
classed with little reference to their various de-

OF THE CHRISTIAN LIFE. 93

grees of mental and moral advancement ; they
remain with the same teacher for a longer or
shorter time, too often according to the mere
caprice of the child or the wishes or capacity of
the teacher ; they are then transferred to another
class ; the manual already used for many months
is perhaps recommenced ; often the teacher or
superintendent makes no thorough examination
of the pupil, to ascertain the true amount of his
knowledge, and months and even years are passed
without any definite, real progress being made.
Sabbath after Sabbath he attends, but finds that
no more knowledge is imparted to him than he
has already gained by a cursory study of his pre-
scribed lesson at home. He has learned the first
lessons of religious truth, committed the simple
hymns of childhood, studied the Gospels with
the aid of some manual or commentary, and
then, finding that no new field of thought and
inquiry is open to him, he naturally becomes
indifferent to his lessons ; the school hour offers
no excitement, no stimulus, to his mental powers,
and an irregular attendance or a divided atten-
tion soon manifests his loss of interest.

Is such a result the fault of the child or the
youth alone, as the teacher is too apt to imagine ?
As he attends the day-school, he is conscious
from week to week of progress, — that most
powerful stimulus to every aspiring, active mind,
and he is sure of finding in his teacher one capa-

94 BEGINNING AND GROWTH

ble of leading him on in his studies, and direct-
ing his inquiries; and if faithful to himself, he
knows that, at the close of the year, he will
stand on a higher plane than at its commence-
ment. His powers are taxed, his capacities de-
veloped, his reason and judgment strengthened
by use, his imagination roused, and his curiosity
excited. When he turns to the Sabbath school,
he feels a want of impetus, a want of systematic
progress, of growing intellectual attainment. We
have known a child kept for two or three years
studying the same little catechism or manual,
because the whole was not faithfully committed
to memory, to be recited verbatim, until its very
sight awakened a feeling of disgust. Now, thor-
ough teaching we would advocate as strongly
and as urgently as any one, but we are very sure
that thoroughness is not to be attained in this
mechanical, dispiriting way. We remember at-
tending once the examination of a high school,
in company with a friend whose Sabbath scholars
were pupils of the institution, and recollect the
astonishment she expressed in finding them so far
advanced in their studies, capable of performing
difficult problems in mathematics, and of passing
a good examination in natural philosophy, gram-
mar, French, &c. It was a speaking and em-
phatic rebuke for her own neglect in ascertaining
the true capacities of her pupils, and in prepar-
ing herself to meet their higher and more spirit-
ual wants.

OF THE CHRISTIAN LIFE. 95

Is not such the case in a greater or less degree
in all our schools ? Must there not be a growth
in some degree commensurate with the progress
made in our secular schools, if we would have
the instructions of the Sabbath vital and life-
giving ? Must we not have a more definite sys-
tem of instruction, a more regular, progressive,
thorough course of study pursued, commencing
with the child's earliest years, and continuing
until he leaves the school, or takes, himself, the
place of a teacher ?

Not that we would advocate a slavish con-
formity to a prescribed rule, or feel that every
child needed or was capable of pursuing the
same course of study. This would be utterly
impossible in the present state of our schools,
where some children attend but few months,
others a year, and others still many years. If
the instructions were more definitely systema-
tized, and the schools better classified, we be-
lieve that much might be done towards the at-
tainment of this end.

As the first essential step towards such a de-
sirable attainment, as the first requisite to meet
this imperative need of our schools as they now
exist, we would speak of the necessity of teach-
ers being truly qualified for their work.

Many seem to feel, that, intellectually speak-
ing, a general knowledge of the facts of Gospel
history is all that is needed to enable them to
9

96 BEGINNING AND GROWTH

become teachers of the young ; that, if they can
hear the simple lessons recited, or give some gen-
eral explanations gleaned hastily from a popular
commentary, it is all that is essential.

Here lies a most fatal error ; for how are re-
ligious truths to be rendered attractive and in-
teresting, without thorough preparation on the
teacher's part, any more than the truths of sci-
ence or the formulas of mathematics ? A child
is far less easily satisfied than an adult with half-
explanations and a mere superficial knowledge,
and he soon discovers whether he can rely upon
his teacher for real assistance.

Take even the best conducted of our schools,
and how few of the teachers could pass any good
examination in the very fundamentals of Chris-
tian truth, in the evidences of religion, the proofs
of the genuineness of the Gospels, and their his-
tory and transmission! How few, too, possess
any distinct idea of the harmony of the Gospel
narratives, of the occasions on which the Epis-
tles were written, and the causes which imme-
diately dictated them ; while with many more
the Old Testament, with its rich stores of biog-
raphy, history, poetry, and prophecy, is regarded
with utter indifference ; and the origin and his-
tory of the Jewish faith in its peculiar relation
to Christianity is considered as of little moment !
How little definite information does there exist,
too, of the relation of Christianity to the general

OP THE CHRISTIAN LIFE. 97

history of the world, of its influence upon art,
civilization, and language !

Why should teachers, thus unprepared by a
proper course of study for their work, be em-
ployed in our Sabbath schools any more than in
our common schools ? Why should they not
be required to pass an examination in certain
studies before assuming such a responsibility ?
Would it not be more for the interests of our
schools in general to have fewer teachers, and
these thoroughly fitted for their work, than to
have so much vague, indefinite teaching as is
now often given ? Much as we approve of the
division of our schools into small classes, where
alone the teacher can become intimately ac-
quainted with the peculiar dispositions, wants,
and temptations of each pupil, and thus adapt
his instruction accordingly, we have sometimes
thought that it would be better to have larger
divisions, under the care of competent instruc-
tors, than to have so many uneducated teachers
employed.

In speaking of the requisite qualifications of
the teacher, we would not be unmindful of those
who are in heart devoted to the work, but who
possess little leisure or opportunity to pursue a
course of intellectual study, or an examination
into the higher branches of Christian truth.

Minds of every class are needed among us, pro-
vided they are only aivake, earnest, and faithful.

98 BEGINNING AND GROWTH

To one unable to learn from books to any wide
extent, the great and constantly varying lessons
of daily life are ever opened, and from these he
may draw ceaseless instruction.

An active, inquiring mind is the first intel-
lectual requisite, — a mind constantly growing,
constantly gaining new accessions of strength
and power, through the trials and joys, the duties
and the discipline, of each passing day. Every
little circumstance, every passing incident, every
varied phenomenon of the outward world, may
be made conducive to the greater interest of one's
teachings ; he will treasure them up as means of
illustrating the highest spiritual truths, of first
awakening the curiosity or fixing the wandering
attention.

For instance; one Sabbath morning, a class
of little girls had for their appointed lesson a
portion of the Sermon on the Mount. The
words were familiar to them, and half a dozen
verses were correctly repeated. But their thoughts
were evidently anywhere but on the lesson. In-
stead of directly reproving them, however, or in
set terms asking their attention, their teacher
showed them a small twig of the chestnut- tree,
which she had carefully broken off the day be-
fore, and began by explaining to them the won-
derful manner in which the germ of the new
green leaves were all enfolded in the bud, so
carefully preserved amid the snows and cold of

OF THE CHRISTIAN LIFE. 99

winter, how the sap circulated through each mi-
nute fibre, and the warm spring sunshine and
the gentle rains pierced the outer casement, until
the first delicate green of the leaf appeared, to
be so soon succeeded by the darker hue and the
denser shades of the summer foliage. Her ob-
ject was gained, — an interest was excited ; and
turning again to the simple words, " Consider the
lilies of the field," a lesson upon the constant
goodness and love of God was imparted, which
no formal repetition of truths would ever have
impressed.

So should it ever be with the teacher. He
should never feel that his work for the week is
finished, when he has studied the appointed les-
son or when the school hour is over. His prep-
aration is never completed, for it is co-extensive
with his moral and intellectual advantages, and
with the whole discipline of life. The best and
most effective preachers are those who the most
faithfully garner up the lessons of each passing
day and make them conducive to the highest
spiritual ends ; and so is it with the Sunday-
school teacher, — for he also is a pastor, he also
has a flock committed to his keeping, and equally
momentous and solemn, though not equally ex-
tensive, are his responsibilities.

Such a daily preparation every teacher is bound
to make, however limited his sphere or however
narrow his means of intellectual culture ; and
9*

100 BEGINNING AND GROWTH

where such preparation is united with the spirit-
ual qualifications already considered, we shall
always find effective, useful, and faithful teach-
ers, though they may not be qualified to carry
on their pupils in the study of the highest
branches of religious truth.

To the many in our schools who have enjoyed
the advantages and opportunities of a more lib-
eral culture we would say emphatically, that the
standard of intellectual fitness for their work is
altogether too low, and one great cause of the
want of a higher and truer success.

As the next requisite for a good teacher, we
would place the possession of definite, clear, and
accurate ideas upon the subjects taught. It is
surprising to find how many undertake to impart
a knowledge of the most momentous of all
themes, to speak upon subjects the highest and
most sublime that can ever occupy the human
mind, whose own views are crude, unsettled,
and indefinite.

New truths will, of course, be constantly un-
folding to the inquiring mind, but there must be
some firm, definite substratum of faith, on which
to found, any real progress ; and this can only be
gained by patient thought, careful investigation,
and a diligent study of the Word of Truth. Ev-
ery teacher should have definite ideas of the
great truths of Christian doctrine, — of the being
and attributes of God, of the nature and offices

OF THE CHRISTIAN LIFE. 101

of Christ, of the soul's need of redemption, of
salvation through a crucified Saviour, of retribu-
tion and eternity. These views should be dis-
tinctly imaged to his own soul, or he will surely
fail in imparting them distinctly and clearly to
others. Can they be obtained simply through a
mechanical acceptance of the truth ? Is not the
teacher thus wronging both his own soul and
those of his pupils ? Dogmatic teaching we would
be far from advocating, neither would we have
the sacred hours of the Sabbath devoted to the
mere critical discussion of disputed doctrines.
But if the teacher would faithfully consider the
wants of his pupils, and distinctly meet the
questions that arise, incidentally at least, in al-
most every lesson, he must have his own settled
and definite views of truth. He must constantly
seek for such ; must ever inquire more and more
earnestly into the hidden secrets of divine wis-
dom ; must make it his fixed aim to attain to
clear convictions on these most important themes.
Nothing is more fatal to success than a want
of clearness in the teacher's own mind ; for where
a subject is thoroughly comprehended, there is
seldom a lack of definite expression. Such def-
initeness is needed, not only in relation to the
higher themes of truth, but also in connection
with every subject embraced within the wide
range of Christian teaching. Take the simplest
lesson, and let it be repeated in a merely mechani-

102 BEGINNING AND GROWTH

cal manner, and then observe how different will be
the interest excited, if the teacher be able to illus-
trate its varied incidents and truths by a vivid
description of the places mentioned, by an accu-
rate account of the manners and customs preva-
lent at the time, by alluding to contemporary
events, and showing the influence of Christianity

in moulding the habits and modes of life of va-
cs

rious nations. Then let him pass on to the clear
enforcement of the direct truths springing from
the subject, and the lesson becomes simply the
nucleus for imparting a large amount of useful
knowledge and high spiritual truth.

The practical teacher needs, also, to cultivate
the habit of close and accurate observation, in
order to store his mind with ready illustrations,
and to enable him the more easily and truly to
read the characters of those committed to his
care. A great part of the mistakes and failures
in our schools arise from the true nature and
character of the pupil being misunderstood ; and
this power or capacity of comprehending an-
other mind can be gained only by a faithful
study of one's own spirit, and by a true and heart-
felt sympathy with others, united with a quick
perception of, and a close attention to, all those
nameless trifling incidents that so often more
clearly reveal the true character than any striking
act or great deed.

A teacher had in her class a pupil very unin-

OF THE CHRISTIAN LIFE. 103

teresting in manners and appearance, seemingly-
cold and indifferent, and who could rarely be in-
duced to answer even a single question before
others. The teacher observed her attentively,
but could gain little insight into her real charac-
ter. One Sabbath, she watched the changing
expression of her countenance, and the anima-
tion that lighted up her face, as she read the
sublime words of one of the old Hebrew proph-
ets. A key to her hitherto concealed feelings
was at once given. Beneath that cold exterior,
and diffident, almost repulsive manner, there was
a hidden enthusiasm, a deep love of the poetical,
and an appreciation of the beautiful, that few
understood. The teacher at once addressed her-
self to this trait of character, and the pupil soon
felt that she was no longer apart from others, —
that one, at least, understood and sympathized
with her. The ice was broken ; confidence took
the place of a cold reserve, and there is now no
more interesting and attentive pupil in the class

than Ellen B .

This same habit of observation should also be
cultivated with regard to all the wonderful phe-
nomena of the outward universe ; for what more
conducive to the purity and elevation of the soul
than an habitual communion with God through
his works ; and what more fruitful source of in-
struction and illustration to the teacher is there
than this ? A love of what is beautiful and

104 BEGINNING AND GROWTH

wonderful in the creation is natural to the child.
To his opening mind everything around him is
fall of mystery, and how easy to lead those ques-
tioning thoughts up to the great Author and
Giver of all good !

The glad sunshine and the darkened cloud, the
gentle summer shower and the fierce winter's
storm, the delicate spring flower and the gorgeous
autumn foliage, the tiny pebble on the seashore
and the variegated moss that fringes the moun-
tain-pine, the murmuring stream and the thun-
dering cataract, the wild music of the ocean's
ceaseless roar, and the solemn cadence of the
vast and mighty forests, — all are full of lessons
of the highest wisdom, power, and goodness ;
all are unfailing sources through which to teach
the child of that great and holy Being, upon
whose goodness he constantly and ceaselessly
depends. Still greater will be the interest ex-
cited, if to the mere observation and love of
the beautiful in nature the teacher adds some
definite knowledge of the laws of science and
of art, and is able to illustrate how, in the
most common phenomena of daily life, the
same eternal law and order are visible, — regu-
lating the falling of the stone from the green hill-
side and guiding the most distant planet in its
vast and solemn orbit, painting the dew-drop on
the summer's morn and arching the heavens
with the bow of eternal promise, touching the

OP THE CHRISTIAN LIFE. 105

autumn foliage with its gorgeous tints, and cov-
ering the mighty waters as with a breastplate.
Never let him speak of these laws, or of the reg-
ular and beautiful order of nature, as mere cold
abstractions. Let him teach the child of the
Father's hand, as the one sole mover and up-
holder of all, the one first and only cause, dwell-
ing in and through all things, whose agency is
ceaselessly present in each ray of light, each
springing blade of grass, each sparkling dew-drop,
and each changing leaf; whose love is manifest
in the choral song of birds and the humming of
insects, and the gladness of all animated creation ;
in the freshness and brightness of the early morn,
and the solemn stillness and hushed silence of
the night season ; in the fragrance and beauty of
the simplest flower, and the ever-varying and
wonderful beauty of the passing clouds, arching
the heavens as with a divine glory and radiance.
Never let him teach of the powers of nature as
something distinct and separate from God, — as
if nature were a perfect machine, once set in
motion and eternally reproducing her own works,
— as if the Eternal dwelt afar off, and took no
immediate care or concern of his infinite crea-
tion ; but let him teach of the Omnipresent
Father, whose power is as directly manifest in
the summer breeze and the gently waving foliage
as in the mighty whirlwind and fierce winter's
storm ; who blends each ray of glad and cheerful

106 BEGINNING AND GROWTH

light with the same eternal wisdom and power
that guide Arcturus and Orion in their courses,
whose watchfulness is as direct and constant over
the most transient insect of a summer's day as
over the movement of mighty suns and systems.

Let the thought of God's constant presence be
thus brought very near to the soul ; let it be in-
wrought into the child's daily life and conscious
existence ; let it be so inseparably united with all
his varied experience, that nothing shall ever
shake its assured reality or lead him to doubt
the almighty power, the eternal wisdom, and the
unchangeable goodness of Him upon whom he
daily and hourly depends, — whose thoughts are
not as our thoughts, and whose ways are often
inscrutable and past finding out; but who, in
the blessed revelation of his Son, has made
himself known as the Father of all, the God of
perfect love and holiness, ever abiding with the
soul that turns to Him with a child-like confi-
dence and a reverential trust.

The teacher needs especially a thorough and
growing knowledge of the Scriptures. He should
never rest satisfied with a merely general, super-
ficial acquaintance with their contents, or feel
that he has ever fathomed their full meaning,
for the study of a lifetime could not exhaust
their rich treasures of spiritual instruction. He
should feel it to be his duty, as well as his
privilege, to be constantly gaining new light from

OF THE CHRISTIAN LIFE. 107

every available source, to be seeking new and
more enlarged views of truth and duty, and to
enter more and more into the comprehension of
their sublime and momentous revelations. He
needs not merely a knowledge of the facts of
the Gospels, but a definite idea of the harmony
of the different narratives, of the convincing
proofs of their genuineness and authenticity,
and of the preservation of their contents from
the earliest time, amid the ignorance and super-
stition of the Dark Ages, the bitter strife and
persecution of rival sects, and the domineering
spirit of mere partisanship and personal ambi-
tion. He needs also to study carefully the Epis-
tles, with their rich treasures of thought and spir-
itual experience, and to become familiar with
the writings of those who were the personal dis-
ciples and immediate followers of Christ, who
were solemnly commissioned and peculiarly en-
dowed by him to preach the Gospel, and to
spread abroad the truth which he lived, suffered,
and died to establish in the world. The writ-
ings of Paul, particularly, studied carefully and
thoughtfully, will no longer be regarded as ob-
scure and unedifying, as is so often the case
even with intelligent persons. To many his
Epistles have been, and will ever remain, as
sealed books ; but not necessarily so. Let them
only be approached in the wide and catholic
spirit in which they were written, with some
10

108 BEGINNING AND GROWTH

adequate conception of their general design,
scope, and purpose ; let them be read carefully
and diligently, without reference to sect or
creed or party ; let their spirit of fervent love,
of living earnestness, of deep spirituality and
kindling faith, be in some measure compre-
hended and felt, and they cannot be read or
studied without advantage and interest. New
depths of thought, new forms of beauty, new
conceptions of truth, will constantly reveal them-
selves to the diligent seeker, and Paul will no
longer seem as a mere abstract conception, but
as a living, personal, sympathizing friend, pre-
eminently worthy of being a chosen servant of
Christ, the Apostle to the Gentiles, and the
preacher of Christianity to the whole world, in
all ages and in all climes.

The Old Testament, with its rich stores of life
and of wisdom, its history and biography, its
poetry and prophecy, is regarded by many at the
present time with growing or utter indifference,
and often wholly excluded from the religious in-
struction of the young. But what a wide field
of study and research is here open to the faithful
teacher ! Extending back to that earliest and
unknown period of time when, in the midst of
chaotic darkness the sublime mandate was first
uttered, " Let there be light," and thence onward,
through succeeding centuries, and the varied his-
tory of the human race, when the darkness of igno-

OF THE CHRISTIAN LIFE. 109

ranee and sin was from time to time illuminated
by the light of prophecy, and the examples of
holy and faithful men, who placed a firm, im-
plicit reliance on the covenant word of promise ;
until, as the ages rolled on, the brightness of a
more glorious day appeared, " shedding light on
the waning star of Jacob and the darkened for-
tunes of the house of David."

The teacher needs, especially, to have some
distinct and definite understanding of the true
authority of these separate books, so rich in in-
struction and interest ; to be well versed in their
ample stores of biography and historical wealth,
and to be especially familiar with their sublime
strains of prayer and of worship. " He should
also be conversant with the leading facts of eccle-
siastical history, the geography of the religious
world, the distinctive marks of the chief Chris-
tian sects, and the lives and services of the repre-
sentative men of different ages and sections of
the Church." He needs, too, to have distinct
and clearly denned views upon the authority of
a divine revelation as established and confirmed
by miracle.

At the present time, when there exists so much
scepticism upon the very fundamentals of Chris-
tian truth, — when, by many, faith is merged in
scientific knowledge, and all truth rejected that
cannot be fully comprehended by human reason
or measured and denned as by geometrical rule

110 BEGINNING AND GROWTH

and line ; when cold Rationalism is substituted
for ardent piety, and a self-sufficient righteous-
ness for faith in Christ, — when there exists, es-
pecially among those just entering upon early
manhood, so much love of doubting, and that
pride of reason which is constantly questioning
the plainest truths of revelation, and imagines
that it is exalting itself whenever it can seeming-
ly falsify some long-accepted truth by the skilful
use of its newly acquired logic, though it leaves
nothing in its place but barren formulas and a
cold scepticism, — the Christian teacher needs,
with new care and with new zeal and earnest-
ness, to re-examine the grounds of his belief, and
to be sure that he is able to impart to others defi-
nite ideas and convincing proofs of the faith he
teaches.

Let him not vainly endeavor to bound his in-
structions or his faith by the limitations of human
knowledge, or be afraid sometimes to assert on
the authority of Scripture w^hat passes his own
reason. " Every great spiritual doctrine termi-
nates in mystery, by the very necessity of spirit.
The essence of faith is a reverential confession
of the limitations of sight." So should the teach-
er, ever seeking higher and wider views of truth,
still bow in reverential awe and holy trust before
the Infinite and the Unknown, and remember that
the noblest and highest intellect can only exclaim,
in deep humility, " How unsearchable are his

OP THE CHRISTIAN LIFE. Ill

judgments, and his ways past finding out!"
" Now we see as through a glass, darkly ; but
then face to face ! "

He should seek, by the faithful use of every op-
portunity he may enjoy, to develop and strength-
en his mental powers, to add to his already ac-
quired knowledge, and to enrich his mind from
the treasures of literature, art, science, and po-
etry. His reason should be often employed
upon such subjects as tax the powers of the
mind, and require real thought and close applica-
tion ; his judgment should be strengthened by
exercise and a keen observation of the passing
events of daily life ; his imagination cultivated
and restrained, and his taste purified and edu-
cated,— all this, not merely for his own sake,
but to render him better qualified to teach even
the simplest truths to others. Even the more
abstruse studies of mathematics, or the acquire-
ment of foreign languages, or a familiar ac-
quaintance with the higher walks of literature,
will not be as useless wealth to their possessor ;
for a mind, rich, cultivated, and constantly pro-
gressing, will ever make its true momentum felt.
How magical the charm that such a mind can
throw over the most familiar and worn-out truths,
by the power of illustration and analogy, by a
full appreciation of the subject, and a good de-
gree of enthusiasm in delineating it to others !

How much can such a teacher effect in form-
10*

112 BEGINNING AND GROWTH

ing the tastes and intellectual habits of his pu-
pils, without any apparent direct effort to this
end ! He can stimulate them to greater diligence
in their studies, point out to them instructive and
useful courses of reading, interest them in the
wonders of science, incite them to higher aims
by references to the biographies of the great and
good, quicken their observation of the boundless
works of nature, and, through his own active and
earnest spirit, insensibly lead them to loftier aims
and nobler attainments.

A teacher thus qualified for his work will
never bound his instructions by any given man-
ual. He will, indeed, teach thoroughly and sys-
tematically, but having faithfully studied the
given lesson, he will find it necessary rather to
select from the abundance of his materials than
to be casting about to discover what he can say,
or how he may occupy the given hour. Like the
faithful pastor, he will be constantly gathering
up new stores of wisdom, and well feel that even
his leisure hours are to be made subservient to
his highest intellectual and moral progress.

Some may assert, that few have the opportu-
nity to make this thorough preparation for their
work, or are able thus to fit themselves to be
teachers to the more advanced pupils. With
many, is not the aim, the desire, rather than the
ability or opportunity, wanting? Do we not
often find among those who are the most busily

OF THE CHRISTIAN LIFE. 113

occupied during the week those who have made
the most self-improvement, and who are the most
faithful in seeking to prepare themselves for their
duties as teachers ? Often those who have en-
joyed the best advantages of education, and who
possess the most leisure, make the least effective
teachers ; for it is the spirit and the earnest desire
of improvement, rather than the amount gained,
that constitute the true momentum of character.
He who improved the two talents committed to
his charge received the same commendation with
the recipient of the five ; it was the slothful, neg-
ligent servant who was rebuked and rejected.

Were this higher intellectual culture, this spirit
of self-improvement, regarded as essential by the
teachers of our schools, we should no longer
complain of the prevalent want of progress. If
we are to look to those, now pupils, who leave
these schools from year to year, to be in their
turn teachers of others, how imperative the need
that they should be thoroughly instructed in all
the branches of a true Christian faith !

" What is to be done to render our schools more
efficient and useful ? " is a question again and
again asked. We reply at once, and emphati-
cally, — next to the spiritual culture already con-
sidered,— Educate teachers thoroughly for their
work. Begin by adopting some simple criterion,
by requiring some definite qualifications in the
teacher, ere he takes charge of a class, however

114 BEGINNING AND GROWTH

young or ignorant. Enough has there been of
mere hap-hazard teaching, enough of random,
indefinite teaching. Would we see a thorough
reform in our whole system, we must begin at
the fountain-head. It must be distinctly under-
stood, that no one can become a teacher in the
Sabbath school, without due preparation, any
more than a teacher in a public day-school.

Since we are now laboring under the disad-
vantages and errors resulting from this want of
preparation, and of personal fitness for the office,
we would suggest, as some remedy for the evil,
that the teachers of our several schools be re-
quired to meet at stated times, to pursue regular
courses of reading, study, and inquiry, under the
direction of some competent teacher or superin-
tendent, or of the pastor, if he have the leisure
to devote to this end. Let every teacher who is
not already well versed in the subject be re-
quired to attend such meetings, and to make
himself thoroughly master of the lesson. Even
one hour a week occupied thus systematically
and thoroughly would do much toward the bring-
ing in of a better state of things, especially if
it were distinctly understood that none but those
who are seeking to fit themselves for the work
can be received as teachers.

For the attainment of such an end, every
teacher is individually responsible. He should
magnify his office. He should feel the solemn

OF THE CHRISTIAN LIFE. 115

obligation that rests upon him to render his own
work thorough and complete, knowing that noth-
ing can be trifling or worthless that has an eter-
nal influence over other souls ; and that only as
he improves his daily opportunities, only as he
cultivates the talents committed to his keeping,
will it be said, in the solemn day of account,
" Well done, good and faithful servant ; thou
hast been faithful over a few things, I will make
thee ruler over many things : enter thou into the
joy of thy Lord."

116 BEGINNING AND GROWTH

CHAPTER VIII

DUTIES OF THE TEACHER.

" Soldiers of Christ, arise !
And gird your armor on !
Strong in the strength which God supplies,
Through his beloved Son."

The disciple of Christ, as he undertakes the
office of a Christian teacher, asks at once and
earnestly, What are some of the peculiar duties
now incumbent on me? What new responsi-
bilities do I incur, as I enter on this field of la-
bor ? What direct preparation must I make for
meeting my class from Sabbath to Sabbath, in
order to render my instructions vital and effec-
tive ?

The more general answers to these questions
have already been given, in considering the spir-
itual and intellectual qualifications of the teach-
er ; but there are yet minor details, too impor-
tant to be wholly passed over, implied, indeed,
in what has already been said, but which it may
be well to consider in their more direct, imme-
diate bearing.

OF THE CHRISTIAN LIFE. 117

First, it is the duty of the teacher to set apart
some regular hour for the faithful study and
preparation of the immediate lesson of the day.
No matter how familiar he may be with its con-
tents, how simple is the instruction to be given,
or how young or ignorant are the children under
his care, he needs carefully to consider anew the
truth he seeks to impart, to study it in all its va-
rious bearings, and to inquire how he may best
apply it to his pupils. He needs to have illustra-
tions and examples fresh in his mind, to be a
thorough and entire master of his subject, that
he may never be at a loss in giving the needed ex-
planation or in imparting the desired knowledge.
Where the mind has been chiefly occupied with
other duties and distracting cares during the
week, this hour of faithful study is especially
requisite; for if the teacher resumes the thread
of his instruction where it was suspended the
week before, with no intervening thought, no
higher progress or more definite knowledge on
his own part, his resources will very soon be ex-
hausted, to say nothing of the decline of interest
in his pupils.

The pastor of one of our long-established
churches remarked, not long since, in an address
to the teachers of his school, " I think myself
authorized to speak on this point with some con-
fidence ; for, though I have made the Scriptures
my constant and critical study for more than

118 BEGINNING AND GROWTH

twenty years, yet, were I to attend the exercises
of a Sunday-school class, I should not consider
myself right and safe in so doing without special
preparation for the lesson of the day With-
out such a preparation, the exercise will dwindle
into a mere mechanical recitation, or else much
of what is said will be crude and undigested,
some of it inaccurate, most of it trivial and un-
satisfying Let your pupil go from you feel-
ing that, in the knowledge of God and of Christ,
both in the intellectual and in the heart knowl-
edge, there is not only a life-long work, but that

' A work so vast, a theme so high,
Demands and crowns eternity.' "

Secondly, it is the duty of the teacher to make
direct spiritual preparation for meeting his class ;
that is, the season of instruction should always
be preceded by the hour of secret and devout
prayer, and prolonged communion with Christ;
— not a mere formal act of worship, not a life-
less petition prompted by a sense of duty, the
prayer, not of form, but of faith, the soul holding
a true and conscious intercourse with the Unseen
and Eternal.

A faithful intellectual preparation may seem
to be all-sufficient ; but such teaching will soon
be found, like the shining glaciers of the towering
Alps, brilliant and attractive for a brief season,
but ever cokl. Though the soul may seek to
dwell constantly beneath the quickening beams

OF THE CHRISTIAN LIFE. 119

of the Sun of Righteousness, it needs such special
seasons to reanimate and to revivify its power,
to seek renewedly the baptism of the Holy Spirit,
that its whole being may be permeated and filled
as with an unction from the Holy One.

It needs to watch in lowly prayer and con-
scious self-abasement amid the shades and agony
of Gethsemane, to bow in deep contrition and
penitence before the cross on Calvary, to stand in
awe and joyous faith beside the broken sepulchre,
to climb in earnest prayer and holy aspiration
the glorious mount of ascension. It needs to
listen to the inspiring, animating, gentle tones
of the Master's voice, to feel the quickening in-
spiration of his presence, to place the hand con-
fidingly in his, and with unhesitating faith to
accept the promise, " My grace is sufficient for
thee." It needs to pass through the mere outer
courts of the great spiritual temple, to look with-
in the veil, and to enter with reverential awe
even into the Holy of Holies ; and alone, in that
secret sanctuary, through the way consecrated
by the great High-Priest and Intercessor, to hold
communion with Him, whose presence is no
longer visibly manifest in the glory and the cloud,
as of old, to the chosen race of Israel, but now
far more truly and for ever revealed in the person
of the Saviour.

As the teacher thus goes to his Sabbath duties,
seemingly so trifling and insignificant, he will
11

120 BEGINNING AND GROWTH

feel that he is encompassed by " a great cloud of
witnesses " ; and although, in the performance
of his duties, he may often pass through the val-
ley of humiliation or climb the hill of difficulty,
light from the celestial city will shine upon his
path, and angelic voices wTill chant within his
soul the inspiring strain, " Come up hither, —
even unto Him who has redeemed us through
his own blood, and made us kings and priests
unto God."

Let, then, some season be sacredly set apart
by the teacher for this direct preparation for his
duties. While the Sabbath morning hours may
often be too short for this work, let the closing
hours of the week be thus consecrated. Let the
Saturday evening be set apart as a " preparation
season," instead of being devoted, as by so many,
to any mere passing amusement or social engage-
ment. Would not the instructions and the ser-
vices of the school and the sanctuary be impart-
ed and received with far greater earnestness and
efficacy, if the engrossing cares and duties, the
business and the pleasures of the week were
sooner laid aside, and a few hours given to holy
meditation, to heavenly communion, and to se-
cret prayer, and a brief period devoted to heart
preparation for the duties of the Sabbath ?

The maxim often quoted as an excuse for the
neglect of such seasons of devotion, that " all
days are alike," and that " every day is equally

OF THE CHRISTIAN LIFE. 121

a Sabbath," too generally results in ignoring it
altogether, and in levelling downward and earth-
ward, rather than heavenward ; for the business
and occupations of the week are too often made
to intrude upon the day of rest, instead of the
holy and spiritual influences of the Sabbath flow-
ing through and purifying the stream of earthly
care and engrossing duty.

How blessed this " preparation season " to the
Christian household, when the toils of the week
are ended, when noisy mirth is hushed, and par-
ents and children unite together in anticipation
of the duties and pleasures of the coming Sab-
bath ; when mutual help, sympathy, and encour-
agement are rendered, and a feeling of more de-
vout reverence, a higher aspiration, and a warmer
love, are quickened in every soul !

How important the right improvement of this
season, too, to those who would not only join in
the services of public worship, but who would
teach others also of the way of life !

In regard to the use of this, or any period of
time, the Christian will not look to the example
or custom of the world around, but, under a prev-
alent and constraining sense of his own account-
ability, with the Bible for his only guide, act
with simple reference to his highest spiritual and
eternal interests.

Thus acting, he will never fall into any mere
selfish or thoughtless routine of life, for He who

122 BEGINNING AND GROWTH

gave himself a living sacrifice for man will go
before him, ever marking out for him the true
path in which to tread.

While the teacher seeks, through heavenly com-
munion and sincere prayer, to prepare his own
spirit for the duties of the Sabbath, let him not
forget to offer, likewise, earnest and devout in-
tercession in behalf of his pupils. Let him re-
member their peculiar wants, trials, and tempta-
tions, and in fervent intercession bear each one
in his heart as he bends in supplication. His
direct counsels and words of instruction may
seem to effect little good; but who knows the
secret influences, the strength and help imparted
to others, through such seasons of prayer and in-
tercession ? Let him ask in faith, nothing waver-
ing, knowing that if the petition be sincere it
will assuredly be answered in God's good time.
Let him ask, even as the little child goes to its
parent with its earnest request, trusting, hope-
ful, believing. Let him not hesitate, let him not
tarry in the far-off country, but bring his suppli-
cations and intercessions for others to the foot-
stool of redeeming love, with the same assurance
in which he offers the petition for personal guid-
ance and a personal blessing. Such intercessions
will never be in vain : they will be heard and an-
swered. In the future world, may not the Chris-
tian have added to his crown of rejoicing the
grateful blessing of those who seemed utterly

OF THE CHRISTIAN LIFE. 12o

cold, indifferent, and careless, but for whom his
daily and fervent prayers went forth, that the in-
fluences of the Spirit might rest upon them, lead-
ing them to Christ and to heaven?

The teacher may also exert a beneficial in-
fluence over his pupils by sometimes seeking out
opportunities of private intercourse with them, by
offering the united prayer for strength and heav-
enly blessing, by supplicating with and for them
the help of the Spirit. For why should not the
teacher of a class, as well as the pastor of a large
flock, unite with those under his care in this
sacred duty, and all together enjoy this blessed
privilege ? Who can estimate the influence of such
moments upon the spiritual character of the pupil !

" That might of faith, O Lord ! bestow,
Which cannot ask in vain ;
Which will not let the angel go
Until the prayer it gain."

At the present time, when so much scepticism
abounds upon the whole subject of prayer, —
when, by many, the simple faith taught by
Christ, " Ask, and ye shall receive," is almost
wholly ignored, and metaphysical questions are
raised by half-believers upon the efficacy of
prayer, and the reality of the blessing brought
to the soul in answer to sincere supplication, as
being inconsistent with the immutability of the
divine counsels and the omniscience of the Eter-
nal, — prayer being thus regarded only as an act
11*

124 BEGINNING AND GROWTH

of self-excitation by which the soul is brought
into a state of higher self-consciousness, — the
Christian teacher needs especially to go back to
the very oracles of divine truth, and to look deep
within his own soul, that he may learn the lesson
of a child-like faith and a conscious dependence,
— that he may believe the words of Christ when
he says, " Whatsoever ye shall ask the Father in
my name, he will give it you."

Were such a spirit of prayer prevalent through-
out our schools, should we not notice nobler re-
sults ? Is it not the lack of this more than all
things else that so often renders our endeavors
void and fruitless ? Do we habitually pray, as if
we really believed that God is both able and will-
ing to pour forth the quickening influences of
his Spirit upon our churches and our schools, —
to impart larger measures of life and holiness ?
Do we pray that they may, indeed, be baptized
with the power of the Spirit, aroused to holier
endeavors, and filled with a divine energy?
Only let such a spirit be kindled among us, let
such earnest and fervent supplications go forth
from the heart of every teacher, both in behalf
of his own pupils and of all our schools, a new
impulse and an ever-increasing activity and
power of usefulness will be diffused among us,
and Christ will be felt to abide with us, as the
ever-present Sustainer, Comforter, and Guide.

It is the duty of the teacher to attend, if pos-

OF THE CHRISTIAN LIFE. 125

sible, the regular social meetings, appointed
monthly, or at other stated intervals of time,
in the school with which he is connected. He
should feel the obligation to do all in his power
to render such meetings improving and interest-
ing ; not putting off all the work upon others,
not feeling that the pastor and superintendent
are the only ones to render the hour one of
mutual benefit, but feeling that he has a part to
do, a work to perform, in preparing himself, by
reading or reflection, on the given subject of the
evening, and so far as he may in imparting the
results of his own study or experience, either
by writing or conversation. Such meetings, if
judiciously conducted, are of essential importance
in bringing the teachers together, i» creating and
sustaining a feeling of mutual interest and sym-
pathy, and in imparting mutual aid and encour-
agement. Whatever may be regarded by indi-
vidual schools as the best course to be pursued
at such times, whether the direct study of the
Scriptures, or the discussion of doctrines or ab-
stract truths, or of questions relating to the im-
mediate welfare of the school, the ultimate end
should be one and the same, namely, the im-
provement and progress of teachers, and through
them the advancement of the school, — the meet-
ing together for united prayer and supplication
for the help and. guidance of the Spirit.

Where this end is lost sight of, where frivolous

126 BEGINNING AND GROWTH

conversation or unedifying debate, or mere in-
difference characterizes the hour, it would be bet-
ter to give up such meetings at once. If con-
ducted in a serious, devout, yet cheerful spirit,
they may be made one of the most fruitful means
of a higher and quickened life, and of a deeper
interest and closer sympathy among the teachers.

A course has been pursued in some of our
long-established schools, and with success, of
having a course of study, or a list of subjects of
discussion, marked out at the commencement of
the season, to be taken up in regular order, a
copy of which is furnished to each teacher at the
first meeting, by which means he has ample time
to read or think upon the subject before it is
brought before the meeting for general conversa-
tion or discussion. Written communications are
requested from any able and willing thus to con-
tribute to the interest of the hour, and the read-
ing of them is followed by more general debate,
or private conversation. At other times it may
be found more profitable to have the hour de-
voted to the direct study of the Scriptures.

We need, also, to meet together, that we may
learn to teach; that those who have just under-
taken the duties of the teacher may gather wis-
dom from the experience of others long and suc-
cessfully engaged in the work. We have our
normal schools to impart the art of teaching to
those who would themselves be the instructors of

OF THE CHRISTIAN LIFE. 127

others, in secular truth and scientific knowledge ;
and equally do we need in the Sabbath school,
to embrace every opportunity of progressing, of
learning how we may teach better and more
truly, how our instructions may be rendered
more useful, thorough, and interesting. Above
all, let such meetings be sanctified by prayer, and
hallowed by devout and earnest supplication.
Whatever may be the discussions or the teach-
ings of the hour, let there be the united inter-
cessions for divine help and blessing ; for the
conscious guidance, the renewing and sanctify-
ing influences of the Spirit, thus fulfilling the
Saviour's prayer, " That they all may be one, as
thou, Father, art in me, and I in thee, that they
may be one in us."

Another direct and important duty of the
teacher is to become acquainted with his pupils
in their own homes ; to learn the influences which
there surround them ; the dangers and tempta-
tions to which they may be exposed ; their pecu-
liar trials, wants, difficulties, and opportunities.
Where such intercourse is seconded by the in-
terest and co-operation of parents, a means of
influence is opened which cannot be over-esti-
mated. Here we are met by a difficulty, which,
to many, is not slight nor imaginary. In many
of our schools, the children of a class move in a
different, and so-called higher social circle than
the teacher ; and naturally there is a conscious

128 BEGINNING AND GROWTH

diffidence or backwardness on his or her part in
taking the first step toward such a mutual ac-
quaintance.

We have known pupils remain under the care
of the same teacher for four or five years, and
yet the parents make no advance toward such
intercourse ; never express any word of encour-
agement or indebtedness to the teacher, or evince
the least interest in the studies of their children
or the welfare of the school.

What a chilling and depressing influence such
indifference has upon a sensitive heart few but
the individual can know. Never will our schools
take their true position, and become the means
of a high spiritual nurture, until parents more
generally manifest a direct, personal interest in
their improvement and success. Some expres-
sion of interest is due to the faithful teacher ;
and though he may be able and willing to labor
perseveringly and prayerfully from the highest of
motives, how much would a few words of en-
couragement and interest often do to lighten his
labors, and to cheer him in his work !

On the other hand, let the teacher be faithful
to his own duties, in visiting his pupils from time
to time, whenever such intercourse is possible, —
especially in cases of sickness or peculiar trial.
If they are in poverty or want, let him lend the
helping hand, or give the word of encourage-
ment ; if in suffering, speak the word of a heart-

OF THE CHRISTIAN LIFE. 129

felt sympathy; if in sorrow, mourn with them.
Let him evince, by every means in his power,
that his interest is not confined to the Sabbath
hour. Let him direct their reading, if they have
no truer and better guide at home ; let him some-
times seek with them the beautiful haunts of
nature, -and by cheerful conversation lead their
thoughts and aspirations to the great and good
Giver of all ; let him go with them occasionally
to the dwellings of poverty or suffering, and teach
them the blessings of an active charity and a
true thoughtfulness for others, and point out to
them in what simple ways they may be useful to
others, however limited their means or opportu-
nities.

Let him occasionally seek to deepen their good
resolutions, or point out some particular fault, by
a simple note ; for even if the child be so young
as to require it to be printed, it will often have
a deeper and more lasting influence, will touch
the heart more truly, than any regular lesson.
With the older pupils, how often, through the
medium of a letter, will a kind remonstrance, or
an earnest plea for a higher spiritual life, for
self-consecration to Christ, be more efficacious
than any spoken words !

Let him endeavor to awaken or to increase
the interest of his pupils in the public services of
religion ; to deepen their reverence for the sanc-
tuary and their attachment to the Church. Let

130 BEGINNING AND GROWTH

the immediate subject of the services be often
referred to, and made a topic of conversation in
the class, and let even the younger children be
taught to pay attention to the reading of the
Scriptures and the hymns, though the sermon
itself may be above their comprehension.

Above all, let the teacher feel it to be his own
duty to be a punctual and regular attendant
upon the services of public worship. Let not
his practice contradict his teachings, nor his ex-
ample belie his words. Let the pupil see, that
to him, at least, the Sabbath, with all its blessed
influences, its means of instruction, its opportu-
nities of improvement, its meetings for solemn
worship and devout prayer, is a froly season, a
season of religious privilege, a season for religious
thought and spiritual communion, marked by no
austerity nor gloom, but cheerful and happy.

Let not his seat in the sanctuary be found va-
cant with every cloud in the sky, every cold win-
ter's wind, or warm summer's breeze ; but let him
prove that he so far values such privileges as
occasionally to make some little exertion, or prac-
tise a little self-denial, in order to be present at
the regular service.

A teacher who instructs his class in the morn-
ing, and spends the afternoon in walking, riding,
or visiting, or lounges at home reading the news-
paper or the last new novel, will exert but a du-
bious influence on his pupils. Actions speak

OF THE CHRISTIAN LIFE. 131

louder than words, and their influence is more
enduring. Character possesses an unmeasured
power and an all-potent influence, though no di-
rect word of counsel or rebuke be uttered ; but
mere teaching, unless the life in some good de-
gree correspond, is worse than useless.

While there exists such a growing indifference
to the institutions of religion, while the great
interests of public worship are made to depend
chiefly upon the peculiar talent or fidelity of one
individual, so that if he be removed, the church
often degenerates at once, as if its whole life
were concentrated in one person, instead of being
an active, vital principle, diffused through every
limb of the whole body, self-sustained and life-
diffusing ; — while nice criticisms upon the style
or manner of the preacher are made to take the
place of a self-application of the truths uttered ;
while a brilliant intellect is so often preferred to
a profound, realizing faith, or a fine theoretical
discussion excites a deeper interest than the sim-
ple, solemn utterance of divine, eternal truths ; —
the teacher needs firmly and definitely to take
his only true position ; to manifest, by a devout
and reverential observance of the public services
of the Sabbath, that he regards them as of im-
portance, and to evince, both by word and action,
that the great object of such worship is, not the
mere hearing of this or that favorite preacher,
12

132 BEGINNING AND GROWTH

but the worship of God, and the promotion of
the soul's spiritual and eternal good.

These and other duties might easily be en-
larged upon ; but the conscientious teacher will
never be left in darkness as to the true path of
duty and of effort.

Looking unto Jesus,. — seeking, through daily
prayer, Divine help, — waiting on the Spirit, —
he will ever seek higher aims and wider views of
truth and of duty, remembering that Divine prom-
ise : " Be thou faithful unto death, and I will give
thee a crown of life."

" No act falls fruitless ; none can tell
How vast its power may be ;
Nor what results, enfolded, dwell
Within it silently.

" Work on ; despair not ; bring thy mite,
Nor care how small it be ;
God is with all who serve the right,
The holy, true, and free."

OF THE CHRISTIAN LIFE. 133

CHAPTEE IX.

CLASSIFICATION OF PUPILS. USE OF MANUALS, &C.

" Not in proud and lofty dreaming,

But in glowing, active zeal,

Humbly its own worth esteeming

Laboring still for human weal ;

Christian ! shall to thee be given,

Wisdom, grace, the love of heaven."

It is sometimes remarked, and with a degree
of truth, that, much as has been written and said
on the Sunday school, frequent as are the public
meetings for debate and discussion on its true
modes of operation, and its legitimate aim and
object, the practical question, " What am I to
do ? " often remains unanswered, as the teacher
turns to the immediate duties of his class.

"We shall endeavor, therefore, in the present
chapter, to give a few brief hints on the manner
in which a more systematic arrangement of
classes may be introduced, and to offer a few
simple suggestions on the mode of instructing
the youngest pupils, considering in brief the true

134 BEGINNING AND GROWTH

use of manuals and text-books, as aids in the
study of the Bible.

The first requisite for any permanent and real
improvement, either in the single class or in the
school collectively, we have already shown to
consist in the true spiritual and intellectual prep-
aration of the teacher for his work.

The next point to which we would advert, is
the better classification of the school. We are
aware that on this point it is easier to theorize
than to practise ; yet we believe, that with some
definite, determined aim in view, much even here
may be accomplished. To feel the want is the
first step towards improvement. Each individual
class, with the exception, perhaps, of those com-
posed of the very youngest children, should be
engaged on the same lesson ; and to this end,
children will be classed of course according to their
capabilities and progress,and not according to age.
To have the single hour — often only an half-
hour — reserved for direct instruction in the
classes divided among two, three, and even four
recitations, must of course render each either
very brief or very superficial, and will strengthen
in the pupil the too prevalent idea that a mere
cursory knowledge of the Bible, or a lesson re-
peated memoriter, is all that is essential.

One hour a week, with those teachers who are
so fortunate as to obtain such a length of time for
class instruction, is surely brief enough to speak

OF THE CHRISTIAN LIFE. 135

of themes so vast and so momentous as are re-
vealed in both the old and new dispensations of
truth, to enlarge on their rich lessons of biog-
raphy and history, their stores of poetry and
prophecy, their words of warning and retribution,
and their promises of hope and eternal blessed-
ness.

When a pupil enters the school, let it be the
duty of the superintendent to converse freely
with him, to examine him in his knowledge of
the Scriptures, to ascertain something of his
home life, and of his character and disposition,
and then to place him, with the consent of the
teacher, in such a class as seems best suited to
his needs and capacities ; and if, after a few
weeks, there are good reasons for making a
change, some other and permanent teacher may
be found. It is said, " Supposing a teacher com-
mences with a class of six pupils, of average
capacity and advancement, and with the inten-
tion of keeping them together as long as possi-
ble. Within one or two years, perhaps half of
them, from various causes, have left the school ;
their parents have removed to other towns or
cities, or sickness has obliged them to remain at
home. How, then, is the teacher to supply their
place ? for he is unwilling to give up those still
remaining with him, to whom he has already
become strongly attached." In such a case,
some teachers take children much younger into
12*

136 BEGINNING AND GROWTH

their classes, to commence leading them on, as
those who have left ; but this, of course, creates
a division in the class, and limits the time to be
devoted to each portion.

Would it not be much better, in almost every
case, to supply such vacancies by pupils able to
unite with the original members of the class,
and so to continue in the same course of instruc-
tion ? Such a method possesses many advan-
tages, and a little attention on the part of super-
intendents and teachers could easily secure the
desired end. To have well-informed pupils of
fifteen or sixteen years of age in the same class
with children of six or seven seems utterly in-
congruous, and a mode of classification which
would never be tolerated in our day-schools. Are
we not, in so doing, limiting our means of use-
fulness, and curtailing the brief opportunities we
now possess of imparting instruction in spiritual
truth ?

Some teachers are peculiarly fitted to in-
terest the youngest pupils, and by a winning,
gentle manner, can secure order, attention, and
interest, without any word of authority ; while
others as naturally seek those more advanced,
whose lessons require more direct study and
thought. Judgment and observation are, there-
fore, needed in classifying any school ; but let not
mere caprice, on the part either of the teacher or
of the pupil, justify a change of classes ; let not

OF THE CHRISTIAN LIFE. 137

want of perseverance or faith be concealed under
a plea of want of ability, or a mere desire of
change be deemed a sufficient excuse.

The ties formed between the true teacher and
his pupils are too sacred and strong to be lightly
or wantonly sundered, and the spiritual influence
which he exerts over them is to be regarded be-
fore all things else. If the good of the pupil de-
mand a change of classes, such change should
be made, and a course of regular, systematic in-
struction pursued.

To mark out the same exact course for all
the pupils in the school, where they possess
so widely different advantages, and occupy so
different positions in life, and remain in the
school for such different periods of time, is im-
possible. If some distinct, definite plan is clearly
laid down, and fully understood by the teachers,
which they shall feel bound to follow out as far
as possible, we believe that it will be essentially
better and more practicable to leave the details of
the plan to the judgment of the individual
teachers, than to attempt any rigid enforcement.
This, of course, throws a greater responsibility on
the teacher; but such a responsibility to any
active, earnest mind will be quickening rather
than depressing. He will not regard himself as
a mere machine, but as an essential limb of the
whole body ; and any change he may make in
his class, or in his course of instruction, will not

138 BEGINNING AND GROWTH

be done without thought and prayer, and refer-
ence to the ultimate good of the pupil.

It is often asked, How are the younger pupils
to be instructed and interested ? A partial an-
swer to this question may be found in what has
already been said; but as a more direct reply,
we would offer a few brief hints. Let the
youngest child have some definite lesson to pre-
pare, however short or simple ; let him commit
one or more verses of a hymn, or a short pas-
sage of Scripture, previously explained, and then
let the teacher illustrate the lesson by direct
and simple conversation. The remainder of the
hour may be profitably occupied by the teach-
er's reading some portion of Scripture, some
story from the Old Testament, or an account
of- some one of Christ's miracles, or a para-
ble from the New Testament, and explaining as
he reads ; and, on the following Sabbath, requiring
the children to give an account of what was read
the previous week, and questioning them, to as-
certain the correctness of their knowledge. In
this way, a very young child may be made
familiar with all the leading narratives of the
Scriptures ; and where little home instruction is
given, such lessons will be found more attractive
than almost anything else ; for the insatiable crav-
ing of children for " stories " will seldom be wea-
ried with those of Joseph and Moses, of Samuel
and David, of Elijah and Daniel. With such a

OF THE CHRISTIAN LIFE. 139

lamentable deficiency as now exists of any ac-
curate knowledge of the Old- Testament history
and biography, how can the want be better rem-
edied, than by interesting the young mind in
its rich stores of instruction ? The child will
never forget the impressions thus received, and
however great his subsequent acquirements, he
will never outgrow his interest in these conse-
crated records of an early age, — in the strange
and wonderful history of the chosen people of
Jehovah. With such a foundation, when the
child commences the direct study of either the
Old or the New Testament, with the use of some
manual, he will have a stock of information on
which to fall back, and will find his lessons of
double interest. The amount of good that might
be gained by the faithful use of home opportu-
nities in this way can hardly be overestimated.
If parents or elder brothers and sisters felt the
responsibility of thus interesting the younger
members of the home circle in the wonderful
records of the Bible, far less need would there be
to deplore, as we do now, the strange ignorance
of its contents even among those well informed
on other topics.

The mere reading of the Bible in course, from
Genesis to Revelation, as if this alone were a
matter of comment or praise in the child or youth,
is, we hardly need say, a useless practice. Let
selections be pointed out to him, to read by him-

140 BEGINNING AND GROWTH

self, or passages read aloud and explained to
him, and he will never look on the Bible as a
" dull book," or a book only for Sundays. Here
we would record our remonstrance against the
practice, common in some schools, of occupying
the brief hour of instruction in reading to the
younger children mere story-books or tales from
a child's paper. Occasionally, this may be done
to advantage ; but to lay the Bible aside, as if
the child were too young to understand its les-
sons of divine truth, and to supplant it by some
feeble, trifling fiction, is utterly unworthy the
great object of Sunday-school tuition. With
the younger and the elder pupils, let the Bible,
and the Bible alone, be the chief book of instruc-
tion. Manuals are of value only as they help
to illustrate and unfold the truth of the divine
record ; and are not those to be regarded as es-
sentially deficient which do not direct the pupil
to search, for himself, the records of Revelation?
The manual is only of secondary importance, —
to give point and definiteness to the lesson, and
to let the pupil have something to do in preparing
for the exercises of the school.

The faithful teacher will never bound his in-
struction by a given number of questions and
answers ; for he will feel that such a recitation is
but a poor fulfilment of his duties.

" It is litde trouble to have charge of a class
now," said a teacher in one of our city schools,

OF THE CHRISTIAN LIFE. 141

not long since ; " for, with a regular series of
books to use, we have nothing to do but just to
ask the questions, and be sure that the right an-
swers are given." On being asked if she did not
make it a practice to converse with her pupils, or
to study the lesson by herself, she replied, " O, no !
The answers and the references given I presume
are all correct ; and then we have but just time
to go through the regular lesson before the
school closes."

Is there not too much of this kind of instruc-
tion, if it deserves to be called such, even in our
best schools ? A manual, at the best, is only
suggestive, and should be used by the teacher
always as a means, not as an end ; and should
ever be regarded as a help to the study of the
Bible, and as subsidiary to the direct examina-
tion of its pages. The old-fashioned custom,
if so it may be called, of committing to memory
portions of the Scriptures and hymns, is one
which ought not to be discontinued among our
pupils. The stores of sacred truth thus laid up
in the mind are invaluable treasures in after
years ; and what poetry more sublime, what
strains more elevating, than the inspired rhythm
of psalmist and prophet ? It is well known how
long the verses and hymns, committed in child-
hood, remain fixed in the memory, when all
things else fade and are forgotten ; but why
should this practice be confined, as is usually the

142 BEGINNING AND GROWTH

case, to the very youngest members of a school ?
There are surely stores enough of sublime poetry,
of devout prayer, and of solemn praise, embra-
cing the richest treasures for those of older years,
and of inestimable value to be laid up in the
memory ; and, with the assistance of the teacher,
such selections could easily be made, and could
constitute a part of the regular recitations of the
class.

Every child should commit to memory the
Commandments, the Lord's Prayer, and some
simple form of morning and evening devotion,
suitable to express his peculiar desires and needs ;
for to those, especially, wholly destitute of home
religious instruction and influence, such forms
are invaluable helps in the promotion of a re-
ligious spirit and the growth of the Christian
character. Often will they dwell in the mind,
when mere words of counsel or admonition are
forgotten, and form an effective barrier against
sudden temptation or fierce passion. At the
same time, let the spirit of prayer and devotion
be so inculcated that the child shall soon be led
to express his wants and to proffer his petitions
in his own words, however childlike and simple.

We are sometimes told that the pupils have
no time to prepare their lessons ; that their school
duties through the week occupy all their hours ;
and that they need Sunday as a day of rest and
relaxation. If this be truly the case, we would

OF THE CHRISTIAN LIFE. 143

say emphatically, Let some or all other studies be
given up, rather than that of the Bible ; for which
is of the most lasting consequence, a French or
a Latin verb and a problem of Euclid, or a
knowledge of Gospel truth ? There is a fitting
time and an appropriate season for each and for
all ; but where such studies are made to encroach
on the Sabbath, or the weariness resulting from
them, in any one case, prevents the desire for
spiritual instruction and preparation for the du-
ties of the school and sanctuary, there is some-
thing radically wrong in the system of education,
and parents are solemnly responsible for the re-
sult. Let the child and the youth be taught that
there are some studies and some courses of read-
ing peculiarly appropriate to the sacredness of
the Sabbath, and that his grammar and arith-
metic and algebra are then to be laid aside. Let
works illustrative of Bible truth, the rich stores
of Christian biography, the history of the won-
derful fortunes of the Jewish race, works of sacred
poetry, and such as point out the marks of the
Creator's wisdom, power, and love in all the
beautiful forms of nature, — let all such be freely
opened to the child ; for they will minister to his
spiritual wants and desires, while they contribute
also to his intellectual growth.

There is a knowledge to be gained of the es-
tablishment and progress of Christianity in the
world, the evidences of the truth of revealed
13

144 BEGINNING AND GROWTH

religion, and an acquaintance with the leading
parties and sects of the Church, — all offering a
wide range for individual taste and preference, in
those of maturer years.

If our pupils are to become the future teachers
of these schools, is it not of vast importance that
they should be well informed on these and kin-
dred subjects ?

That the teacher should possess definite and
clear ideas of the truth he teaches has already
been considered ; and of equal consequence is it,
that, as the pupil leaves the school, he should
know distinctly what he believes. Lessons, there-
fore, on Christian doctrine, not controversial or
bigoted, should form a distinct part of the course
of studies pursued ; for unless the youth possesses
some definite knowledge of the leading truths of
the faith in which he believes, he will become a
ready prey to the shafts of scepticism or to the
sneers of ridicule. Let such truths be distinctly
fixed in his mind, and however few or simple,
they will be the living germ of a growing and
enlarged faith, the sure foundation of the belief
and trust of future years.

Amid the various perplexing questions that
arise from time to time in every school, the
teacher may sometimes feel discouraged and
uncertain as to the best mode of action. True,
mistakes have been, and will again be made,
and we shall sometimes find the right path only

OF THE CHRISTIAN LIFE. 145

after long and devious wanderings. Let no in-
dividual feel that he is exempt from doing his
part, however trifling, towards the introduction
of a better system and of a higher order of
teaching in our schools. Laborers of every
capacity, if only faithful, are needed in the
building up of the one great spiritual Temple.
Only let its foundations be laid in faith, and its
walls consecrated by prayer and heavenly com-
munion, and its work wrought in a sense of
entire dependence upon God, and in his own
time it will rise in fair and beautiful propor-
tions, a meet dwelling for the Holy Spirit.

146 BEGINNING AND GROWTH

CHAPTER X.

ORDER AND METHOD. SUNDAY-SCHOOL LIBRARIES.

" No existence is commonplace to him who lives with uncommon
aims. The meanest work, carried on with insight arid hope, with a
feeling of the beautiful and with reference to the whole of which we
are parts, becomes large and important."

There is no point on which the thorough and
hearty co-operation of individual teachers is more
essential, in order to render the short time de-
voted to Sunday-school instruction conducive to
the best results, than the enforcing and maintain-
ing of the most entire order and regularity in all
its duties and exercises.

Children of all ages and capacities are brought
together, some of whom have never been sub-
jected to any authority or restraint at home;
while others are prone to take advantage of the
absence of any penal discipline in the school,
and to make the hour one of amusement and
recreation rather than of improvement ; and un-
less there is a distinct understanding among the

OF THE CHRISTIAN LIFE. 147

teachers of the necessity of individual firmness
in the government of their respective classes, of
the necessity of maintaining the most entire order
and regularity, and infusing as far as possible a
spirit of reverence among the pupils, the school
will degenerate at once.

Where this is not the case, where, as in too
many schools, amusement is made paramount to
instruction, and order sacrificed to the caprice of
the passing moment, a most grievous wrong is
done to the spiritual nature of all concerned.
Amusement, laughter, or trifling conversation
among the pupils, whispering among the teachers,
lessons recited as a mere form, and often followed
by an address with no point, no definite aim, as if
the speaker felt that he was conferring an obliga-
tion in saying something, no matter what or how
trifling, a hasty dismission and a hurried exit, —
such a school, or one in any way resembling such,
is worse, — we speak deliberately, — infinitely
worse than the entire absence of religious instruc-
tion. Religion is degraded, truth dethroned, and
Christ crucified anew. Let a child have no relig-
ious instruction, let him be debarred, by early
want and disadvantage, from the public teachings
of the Sabbath, and we would gladly believe that
in the Father's all-embracing love such a soul
might be so influenced by the secret monitions
of the Spirit, that the germs of a true spiritual
life would be quickened, and expand in full and
13*

148 BEGINNING AND GROWTH

beautiful unfoldings in the genial light of the
heavenly land, beneath the Saviour's tender guar-
dianship.

Let the child enter a school that is character-
ized by disorder and frivolity, let him be placed
under the charge of a teacher who has no vital
sense of the infinite moment of his work, and the
germs of religious sensibility are soon crushed,
the conscience is deadened, the interest flags,
faith grows dim and dies, and religion becomes
a mere ceremony, without any living spirit : the
present is all, and eternity and retribution, and
Christ and heaven, are mere barren fantasies.
Even in a school where the general regulations
are orderly and systematic, and the exercises de-
vout and serious, if the child receive direct in-
struction from a teacher whom he knows to be
worldly, frivolous, and careless, the same effect
will more than probably result in that individual
case.

Let the child be blessed by religious home
influences, and such results may in part be coun-
teracted, but never wholly ; the after life, if rightly
directed, must be a struggle to overcome such
early impressions : and how hard that struggle
few, save the individual himself, can tell.

Is it asked, What, then, is to be done ? We
answer emphatically, Insist on order, method,
discipline, in the general government of the
school, and in individual classes ; and, if this

OF THE CHRISTIAN LIFE. 149

cannot be had by the use of firm and judicious
means, let the school be closed at once. Noth-
ing can be effected worthy of a Christian school
without order. The sooner an ill-managed, ill-
regulated, ill-governed school is disbanded, the
better.

That order and discipline can be maintained
without any direct show of authority, and serious-
ness and reverence characterize the hour, we well
know. Much, very much, depends on the char-
acter of the superintendent, and the judicious
authority which he may exercise in the general
oversight of the school. But let him possess the
very best intentions, and strive to the utmost to
enforce the regulations of the school, and it will
avail little, unless each teacher feels his own in-
dividual responsibility in co-operating with him.

Let a few plain, simple regulations be made for
the use of the school, according to its peculiar
wants and individual necessities, and let each
teacher as he enters upon his duties be furnished
with a copy of the same, with the distinct un-
derstanding that he is bound to carry them out
in the government of his own class, and by his
example to assist in the enforcement of them in
the school at large. Let there be method in the
entire arrangement of the general exercises of
the school ; in registering the names of pupils and
teachers ; in keeping an account of the average
attendance, and the transfer of pupils from one

150 BEGINNING AND GROWTH

class to another ; in the distribution of books,
the manner of opening and closing the school,
&c. ; though on these and kindred topics, of
course, each school must make its own regula-
tions. Only let not the rules remain as mere
dead letters on the statute-books, as if such be-
longed to a period less advanced, or, as some
imagine, less spiritual, than our own. Pat life
into them. Make them effective and vital; for
it is only through such system and order, vainly
denominated by some " mere mechanical forms,"
that we can ever attain the highest and truest
spiritual results.

Much might be done to promote this end, by a
more faithful punctuality on the part of both
teachers and pupils ; but having already spoken
on this point, we would refer to what constitutes
a great interruption, and creates much disorder in
many even of our best-regulated schools ; namely,
the distribution and exchange of library books
among the pupils. If it is necessary that this
should be done on the Sabbath, we would have
the library opened before the commencement of
the school, so that a selection of books may be
made by the teachers, without occupying any of
the time set apart for the exercises of the school.
When the school is about to be dismissed, let
the children receive to take home with them
such books as the teacher sees fit.

The teacher should always be acquainted with

OP THE CHRISTIAN LIFE. 151

the character and contents of the books he se-
lects, and choose such as are appropriate to the
child's age and capacity ; letting him understand
distinctly that he is personally responsible for
the good use and safe-keeping of the same. An-
other regulation, adopted in some schools, and
which might with little effort be easily carried
out in almost all, seems to us much more con-
ducive to the good order of the school. Let the
library be opened at a certain hour during the
week, and then let the teacher go and make such
selections as he knows his class most needs,—
placing the books with the manuals or service-
books used by the pupils, and then, on the fol-
lowing Sunday, simply exchanging them with
those returned by . the children, charging the
number of each volume to the individual by
whom it is received. The teacher would not be
obliged to visit the library more than once in
several weeks, as the different pupils in his class
would receive in turn the books selected, some,
of course, keeping them longer than a single
week.

This method prevents all confusion in the
school, — the constant leaving of seats by either
teachers or pupils, the looking over of miscella-
neous volumes to find such as might be suitable,
and the expenditure of time too valuable to be
spared from the direct instructions of the school.

In the treatment of the library, much depends

152 BEGINNING AND GROWTH

on the librarian's habits of method and order,
and on his accuracy and fidelity in the care of
the books ; but equally essential is it that each
teacher should co-operate in the rigid enforce-
ment of all the regulations of the library; for
only in this way is it possible to secure the good
use and the safe-keeping of the books.

Is not something more needed in most of our
schools than improvement in the merely exter-
nal arrangements of the library? Do we not
greatly need a higher order of books, — books
that will at once interest children and contribute
to the growth of their intellectual and moral
powers, without creating a morbid love for mere
works of fiction, which soon leads to an utter
distaste for all but novel-reading and the light
literature of the day ? Is not much of the preva-
lent superficiality and the want of intellectual
vigor in many of those just entering on mature
life attributable to the habits of desultory read-
ing, and the thirst for exciting mental stimulants
acquired during the period of childhood ?

We would not, by any means, exclude from
our libraries all works of fiction ; but they should
constitute only the minor portion of the books,
and should be such as directly to enforce high
moral lessons. To admit every book, however
trite its aim or weak its style, simply because
" the good child is rewarded, and the disobedient
punished," — an effect, by the way, not always

OF THE CHKISTIAN LIFE. 153

to be' seen in real life, — seems to us unworthy
the true aim of such libraries, and the high moral
tone and influence that should flow from the
Sunday school.

Much as is often said of the superior advan-
tages enjoyed by the children of the present age,
we have sometimes thought, when looking over
the well-filled shelves of juvenile libraries, em-
bracing miniature biographies and histories, and
stories without end, that some of those of the
past generation, whose only recreation was to be
found in Plutarch and Itollin, stood a better
chance of possessing a vigorous and active mind,
and powers capable of exertion, than very many
of the youth of the present time.

The child is often praised for his fondness for
his books, and his love of reading ; but give him
a book that requires some attention and thought,
one that will really prove of service and use
to him, and generally, though fully adapted to
his capacities, it will soon be laid aside as weari-
some and uninteresting. The teacher soon dis-
covers this, in the selections he makes for his
class, and when the pupil has read through the
story-books contained in the library, its interest
is exhausted.

Is not some decided improvement needed ?

That parents are, first and chief of all, solemn-
ly responsible for the mental habits and moral
tastes of their children few will deny ; yet how

154 BEGINNING AND GROWTH

few comparatively take any interest in the sub-
ject, or ever inquire what the child is reading, so
long as he is only quiet, and makes no interrup-
tion ! How few ever question the child on what
he has read, or make it an object to ascertain if
the hours thus passed are of any real, lasting
benefit to him ! The free access which many
children possess to a common circulating library
has a most baneful effect on their whole moral
and intellectual well-being. We have known
those whose parents were well able, both from
education and position, to instruct and direct
their children, allowed to select books entirely at
random ; and often have we seen children of ten
and twelve years of age, and even younger, free-
ly reading the emptiest novels, and such as had
a most doubtful moral bearing.

What results must necessarily follow? The
taste becomes vitiated, the moral perceptions
blunted, the conscience hardened by constant
familiarity with scenes of a low and unworthy
character, from which the child would be care-
fully excluded in real life, and a craving for con-
stant excitement fostered, until every-day duties
and definite studies become altogether tame and
uninteresting, and by slow but sure degrees the
health of the mind is destroyed, and its purity for
ever lost.

Great as is the responsibility of parents, are
not Sunday-school teachers in a measure ac-

OF THE CHRISTIAN LIFE. 155

countable for the intellectual tastes and habits
of their pupils ? Ought not our libraries to em-
brace works of more substantial value than are
now to be found in many or most of them ?
and should not the teacher make it a more defi-
nite aim to select such books as will really bene-
fit the child ?

Only create a demand for books of a higher
order than such as now usually fill the shelves of
our juvenile libraries, and it will be met. There
is talent and power and efficiency enough among
us to answer every call for a more extended use-
fulness, if it only be directed in the right chan-
nel, if the ruling and fundamental aim be only
determined, lofty, and true.

Subjects of this kind may seem trite and insig-
nificant. They are not so, when viewed in con-
nection with their true and legitimate results.
The humblest deed, if wrought in the spirit of
Christ, becomes large and divine ; and in no of-
fice more than in that of the Christian teacher
do we need the true spirit of individual fidelity
and of personal responsibility to God and to
Christ, — the spirit of abiding trust, and of a
vital, hopeful faith, united with a distinct and
definite aim for personal improvement ; for such
a spirit, and this only, will react on the whole
body of our schools, and render them effective
agencies for a higher spiritual nurture.
14

156 BEGINNING AND GROWTH

CHAPTER XI

Gethsemane can I forget,
Or there thy conflict see,
Thine agony and bloody sweat,
And not remember thee ?

1 When to the cross I turn mine eye,
And rest on Calvary,

0 Lamb of God, my sacrifice!

1 must remember thee ! "

We have already considered, more or less in
detail, the essential qualifications of the religious
teacher, and the duties which he owes both to
himself and his pupils. There remains still
another class of duties and obligations really
embraced within these, but which from its very
nature requires separate consideration, namely,
the relation of the teacher to the Church of
Christ.

It is not uncommon to meet the individual
who regards this relation as one entirely at the op-
tion of his own inclination, — one which he may

OP THE CHRISTIAN LIFE. 157

assume or ignore at pleasure, and which brings
with it no peculiar responsibilities or privileges.
He regards the Church as a sort of abstraction,
having no vital connection with his own spiritual
welfare; as something essential, indeed, to the
promotion of Christianity, but with which he
has little or nothing to do. He regards its in-
terests as belonging to a chosen few, and feels
that so long as he leads a correct and upright
life, so long as his moral character is irreproach-
able, and he is active in the duties of benev-
olence and charity, he is exempt from all further
obligation.

The Apostle's sublime thought, of all true-
hearted believers forming one perfect spiritual
body, of which Christ is the head, — his spirit
flowing through and quickening each individual
member, and imparting life, strength, and vigor
to each separate limb, without which none could
perform its appointed functions, is regarded as
a sort of fanciful chimera, never actually to be
realized through individual growth and a per-
sonal union with the divine Saviour.

The idea of any distinct, open, fearless choice
to be made between the two great forces that
even now divide the entire moral universe is one
wholly lost sight of in much of the teaching of
the present day ; and many rest satisfied with a
low standard, a tame mediocrity, and a languid
piety, as if somehow all would be well with

158 BEGINNING AND GROWTH

them in the end, and as if God were altogether
too merciful to reject any. so good as themselves,
though their virtue is only that of outward sur-
roundings, though they have known no inward
renewal, and have been conscious of no close,
personal relationship to God and to Christ.

Were the Christian Church to have War waged
upon it from without, as in the earlier days of its
establishment, or were it possible to have some
decisive proof by which the genuineness of a
living faith might be tested, we should witness
a stranger division now within its borders, among
those nominally Christians, than has ever been
created by the conflicts of creed, sect, or party.

Go into any of our Sabbath schools, and how
many do we find engaged as teachers who have
never distinctly recognized their individual indebt-
edness to Christ, and who feel that they have no
individual union with his Church ! Is there not
something utterly incongruous, to say the least,
in acknowledging the importance of Christ's
teachings and mission, so far as to be desirous of
imparting the truths of his Gospel to others, and
yet feeling no obligation to fulfil his last and
dying request, or in any direct form to become a
living, active member of the Church, which is
His body ? Is there not prevalent a strange and
mistaken feeling on this whole subject? Which,
indeed, abstractly considered, is the most solemn
and responsible act, to commune with the Saviour

OF THE CHRISTIAN LIFE. 159

at his table, a service individual in its very nature,
or to seek to impart to other spirits the eternal
truths of God, to utter words that shall have an
undying influence over immortal souls ? Is it a
more direct profession of faith in Christ, to obey
his parting command, " This do in remembrance
of me," than to gather the lambs of his flock, and
to teach them of the one good Shepherd ? Why
should the office of the Christian teacher be one
so lightly assumed, regarded as open to the most
inexperienced, considered too often as embracing
no peculiar obligations, and yet the two simple
rites by which the individual recognizes his re-
lation to the Church, or brings himself into a
more intimate union with this or that particular
organization of some portion of the Church, be
so much neglected, as if some far higher obliga-
tion, some far more weighty responsibility were
then incurred ? Is there not a radical defect in
the general mind on the relative importance of
these subjects ? Have we not substituted a law
and a standard of our own for that of the Gos-
pel ?

If the individual be really unfit to unite in
the sacred service of commemoration, if he have
no affection for Christ, no sense of indebtedness
to him, no conscious need of a Saviour, then he
is equally unfit to be a teacher of divine truths to
others.

On the other hand, if he so feels the solemn
14*

160 BEGINNING AND GROWTH

realities of life, the love of God, and his own ob-
ligations as a steward of the divine bounty, as to
desire and pray to be God's minister of good to
others, then he ought to confirm this desire, and
strengthen this prayer, by an open acknowledg-
ment of the Saviour's claims upon his gratitude
and love.

It is said, that many are really desirous of
doing good to others, and are conscientious in
the performance of their duties as teachers, who
yet feel that they are not " good enough " to
commune with their Saviour. Whenever this
excuse is conscientiously given, we cannot but
feel that it forms one strong reason why the
individual should be the more strongly urged
gladly and freely to unite in this simple service ;
for it is the humble, the self-distrustful, the
watchful disciple who bears the nearest kindred
to his Master. As these words are usually ut-
tered, they imply an utterly wrong state of feel-
ing, as if a certain amount of goodness, a cer-
tain degree of merit, were essential to recom-
mend one to the divine favor. The too preva-
lent feeling, and one which secretly mars the
symmetry of many an otherwise Christ-Like char-
acter, that what we do possesses a sort of in-
herent efficacy in meriting, the approval of God,
is one that needs to be distinctly encountered
both in the preaching and the teaching of the
present day. Outward duties and benevolent

OF THE CHRISTIAN LIFE. 161

organizations are substituted for inward com-
munion and heavenly aspiration, and deeds of
charity are too often made to take the place of a
living heart-faith in Christ. So the idea gains a
yet stronger hold, that such works may be per-
formed, and such duties engaged in, without any
deep, abiding faith, as if such poor deeds alone
could place the soul in a state of acceptance and
reconciliation with God.

Among all the excuses usually offered for the
neglect of this beautiful service of commemora-
tion,— that its observance was only binding
upon the early disciples, that no visible good re-
sults from it, that the individual is not good
enough to take so decided a stand, that he does
not want to set himself up as an example, that
he is too diffident to profess so openly his faith
before others, and many other reasons, only too
familiar to the faithful pastor or teacher, — there
is yet one, seldom urged, but which lies at the
very foundation of all others, and which, though
often unacknowledged by the individual, is really
the secret cause of all his hesitancy, doubt, and
lack of interest, namely, the want of a true love
to Christ, and of a sense of personal indebtedness
to him.

If this be in the soul, — if the deep sense of
un worthiness, the conviction of sin, the dread
consciousness of a holy and violated law, have
been followed by peace and reconciliation through

162 BEGINNING AND GROWTH

a crucified Saviour ; if gratitude and trust have
succeeded the tears of penitence and remorse,
and a child-like faith in a Father's mercy, in the
consciousness of what Christ has done and is
still doing for the soul, fills the spirit with a quiet
confidence, — then will it no longer hesitate. Its
ruling desire and earnest aim will be, to show forth
in the fullest and clearest manner its heart-felt
love. The whole life will be the constant expres-
sion of its deep indebtedness, and it will joyfully
hasten to acknowledge, in the commemoration of
its Saviour in the way of his own appointment,
its personal gratitude and love. No fear of hu-
man censure or ridicule, no thought of man, will
then stand between the soul and its Redeemer.

" 'T is love, t is love ; Thou diedst for me !

I hear thy whisper in niy heart ;
The morning breaks ; the shadows flee :

Pure, universal Love thou art !
My prayer hath power with God ! the grace

Unspeakable I now receive.
In vain I have not wept and strove ;

Thy nature and thy name is Love ! "

This conviction of sin and unworthiness, this
need of pardon and reconciliation, this love to
Jesus, comes not to the soul as of itself, unde-
sired and unprayed for. It comes not amid the
press of business, the search for amusement, the
mere mechanical routine of duty, but only through
the sacred ministries of silence and solitude and

OF THE CHRISTIAN LIFE. 163

self-recollection, through the holy influence of
prayer and divine communion.

Thus it becomes evident where alone we may
find a church or a school that is really alive and
vital. " It is only where the reconciling office of
Christ is felt as a reality, and where the imme-
diate gifts of his divine spirit in the communion
of love are a part of the soul's experience." If
such be realized by the Christian teacher, if he
has learned something of the soul's deeper expe-
riences, and of his own utter weakness and ina-
bility unless he seek indeed to abide in Christ,
then, as he enters on his duties as a guide to
others, he will also openly acknowledge his faith
in the Redeemer, and gladly sit at his Master's
table, fulfilling his last and dying request, " This
do in remembrance of me."

Some may ask, " Are not new and solemn
responsibilities incurred by those who thus take
upon themselves their Redeemer's covenant ? "
We reply, None that are not equally binding
upon all who claim for themselves the name
of Christian. To acknowledge, either directly
or indirectly, Christ as the soul's guide, leader,
and example, is to acknowledge the highest
standard of character, the strictest rule of self-
judgment. To neglect the observance of this
simple yet comprehensive ordinance, established
by the Saviour himself in an hour for ever con-
secrated to the Christian heart, and hallowed by

164 BEGINNING AND GROWTH

the observance of ages, is not merely to neglect
the command of the Master, but to slight the
dying request of Him whose love was stronger
than death, through whom alone we have the
assurance of pardon and acceptance. But let
not this rite ever be regarded as an end, as an
expression of some definite attainment in good-
ness ; for if so, what conscientious heart would
ever participate in it ? No : it is simply an ex-
pression of personal attachment to the Saviour,
of self-consecration, — ■ a vital and hallowed means
of growth. It is now and always communion
with the Master.

In the mystic language of the Apostle, the
Church is the body of Christ, of which he is the
living, ever-present Head. Only as each mem-
ber of that body is inseparably united with him,
deriving from him life and support, quickened by
his controlling spirit, and impelled by his divine
will, can it possess any inherent force, life, or
energy. So far only as each member fills his
own appointed office, so far as each possesses an
individual life, earnest, calm, and controlling, so
far as each knows from an inward experience
the deep meaning of " a life hid with Christ in
God," will the Church of Christ be a living
Church.

You may form new organizations, you may
remodel the outward forms of service, you may
erect churches, you may print volumes, you may

OF THE CHRISTIAN LIFE. 165

appoint missionaries and gather new societies,
and pour the streams of a profuse benevolence
into a thousand channels, — but without this in-
ward life, without this living principle of faith,
this love to God and to Christ in the soul, all
efforts, all forms, all outward services, will be as
the worthless chaff blown away by the passing
breeze.

Let, then, every teacher, as he enters on the
duties of his office, faithfully examine himself.
Let him feel that his example will not have its
due weight, nor his teachings their rightful effi-
cacy, and that he is not wholly true to his Master,
so long as he neglects those parting words expres-
sive of the desire of affectionate remembrance, so
long as he withholds in any measure the weight
of his example and -influence in promoting the
cause of Christ.

Go back in thought to that large upper room,
and as one after another the earnest and sorrow-
ing countenances of the disciples pass before
you, seek out the one central figure, Him who in
sublime self-forgetfulness thinks only of pouring
comfort and strength into the troubled hearts of
those around him. Place yourself at his feet,
and listen to those calm, sublime words of im-
mortal trust and undying affection.

Receive from his lips the parting blessing of
his own deep peace and quenchless love ; drink
in his spirit of divine self-sacrifice ; know that

166 BEGINNING AND GROWTH

your name was borne upon his heart in that hour
of love, that his interceding prayer went forth
that you also might be made one with him and
with the Father ; follow him to the garden
shades ; watch beside him in that hour of dread,
mysterious agony; stand with the faithful few
beside the cross of suffering and of shame ; read
there the assurance of pardon and reconcilia-
tion ; and then turn coldly away, if you can,
and slight the last and dying request of your
Saviour and your Master !

Some will say, that they do not feel ready to
take so decided a stand with regard to the re-
ligious life as is usually implied by participation
in this service. Remember, though you may
seem long to halt, there is in reality no middle
ground. " No man can serve two masters." The
warfare of life must be waged under one of two
leaders, — and the choice is your own.

Were Christ visibly present, were he in audible
voice to invite those who cherish any degree of
love to him, who are seeking to be his in heart
and life, to partake of his feast of love, would
you still turn away from those touching memo-
rials ? It is his voice that speaks to you, his love
that pleads with you, his hand that is stretched
forth to welcome you.

Come, then, and be openly, fearlessly, and
truly his faithful, loving disciple. Come into
the full participation of the blessings vouchsafed

OF THE CHRISTIAN LIFE. 167

to every earnest, humble soul. Come into the
close and intimate communion with your Lord
and Master.

If you are conscious of the sincere purpose to
lead a Christian life, if your prevailing aim and
desire be that you may be a faithful disciple of
your Saviour, if the love of Christ be in your
soul, faint indeed compared with the boundless
gratitude which is his due, ye daily deepening
and strengthening in the hidden fountains of
your being, if you desire to cherish a living faith
in him as the Saviour and Redeemer of the soul,
then is it indeed said to you, " Come unto me;
come gladly, cheerfully, trustingly, — for him
that cometh, I will in no wise cast out."

Give to His cause the whole weight of your
influence and your example. Be closely united
with Him who ever lives as the great Head of
the Church. Dwell in intimate union with his
spirit, and so walk with him from day to day,
that those with whom you are associated shall
indeed take knowledge of you, that you have
been with Jesus. Then as you go to your
duties on the Sabbath, you will speak with new
earnestness and power, and the hearts of the
young will be through you more deeply im-
pressed with the beauty of holiness and the joy
and peace of a reconciled heart.

If you feel that the service would be to you
one of mere form ; if you feel that you have no
15

168 BEGINNING AND GROWTH

peculiar responsibilities to the Church of Christ,
no individual relations to him as the Head of
that Church; if his love has never glowed within
your soul, nor his spirit quickened within you
the aspiration for a higher life ; if his words have
never awakened the cry of a contrite spirit, nor
the earnest longings for pardon and reconcilia-
tion ; if you have never felt your need of a Medi-
ator and Saviour, — then pause, and solemnly
answer to yourself the question, " Why am I
holding the responsible position of a religious
teacher and guide to others ? By what right am
I, in form at least, seeking to influence the minds
of the young, to impart to them the truths of
eternal life, unless I know from inward experi-
ence something of their power? Am I not
thus acting a false part?"

To one side or the other, to God or to the
world, do you stand committed. Your own self-
judgment must render the true verdict. Postpone
not, then, the answer too long. As the solemn
scenes of that day rise before you, when the eter-
nal realities of a future being shall stand dis-
closed to view, when face to face you shall meet
Him whose voice has so often pleaded with your
inmost soul, resolve so to live, so to unite yourself
with his Body, so to confess your Saviour in your
daily life and before men, that he will acknowl-
edge you as his before the Father and his angels.

OF THE CHRISTIAN LIFE. 169

CHAPTER XII

THE RELATION OF THE CHILD TO THE CHURCH.

" Behold, the covenant is with you and your children.'

The relation of the teacher to the Church of
Christ is closely and intimately connected with
that of the child ; but no one conversant with the
present state of our schools can fail to be aware
of the vague and indefinite feeling that exists
among the young respecting this relation, and
of the lack of any strong feeling of obliga-
tion to observe in a fitting way and season
the two simple ordinances of our faith, — Bap-
tism and the Lord's Supper. Apart from other
opposing influences, — such as the absence of
all home religious instruction, the low stand-
ard of character among many who call them-
selves members of the Body of Christ, the re-
action against the use of all outward forms, as
if they were necessarily inconsistent with spir-
ituality of faith and practice, — it is not to be

170 BEGINNING AND GROWTH

denied that much of the present state of cold-
ness and utter indifference is to be ascribed to
the defective influence and instruction of our
Sunday schools.

Many teachers dismiss the whole subject at
once, and consider it as one with which they
have no possible connection ; while others, faith-
ful in their general teachings, seem to regard it
as belonging only to those of mature heart and
character, in which the child or youth has no
part or interest. He is generally regarded as
standing apart, as it were, by himself, outside
the pale of the Church, and his ever coming
into it is too often left as a wholly optional
matter, dependent upon circumstances, taste, or
even upon fashion alone.

The result of such training is only too clearly
visible. The child grows into the youth, and
the youth passes on to maturer years, without-
being surrounded by any constraining or controll-
ing influence ; and as he takes his part in the
duties of active life, the Church becomes more
and more to him as a mere name, a sort of
foreign interest, with which he has not the remot-
est personal connection, except so far as custom
or general opinion demands a half-day attendance
on the services of public worship.

Is this state of things right or Christian ? Has
the child no part in the covenant promises of the
Redeemer ? Is he to be left by himself to wan-

OP THE CHRISTIAN LIFE. 171

der in the far-off country, until weary and dis-
heartened, filled with remorse and anguish, and
heavily laden, he turns back to seek his Father's
house ? Has not the Church a sacred duty to
perform in bringing the young from very infancy
into its fold, and so guiding, guarding, and edu-
cating them that they shall never wander from its
sacred inclosure ?

Some may ask, " What is to be understood by
the Church, — a word so variously and often so
vaguely used ? " In the language of another, we
reply, " It is that body of persons who believe in
Jesus Christ, the Son of God, and Saviour of
men, crucified and risen ; and so believe in Him
as to be personally conscious of a supreme de-
sire to live his spiritual life, to resemble him, and
be his true redeemed disciples. Love to God as
manifest in Christ, and love to man as God's
child, must be the ruling affections in the soul, —
whether they have conformed the character per-
fectly to them or not. The Church is the aggre-
gate of these consecrated souls, aiming and long-
ing above all things, to live righteously ; irrespec-
tive of names, of forms, of creeds, of age, of
place, except so far as these affect this internal,
central consecration to Christ. Its boundaries,
as it is embodied in actual persons, may be indis-
tinct to man's eye, but they are plain to God's ;
and the definition is plain. The Church is that
body of people, in whatever age or nation, of
15*

172 BEGINNING AND GROWTH

which Christ is literally and spiritually the Head.
And any one particular church is a smaller col-
lection of such people, and so a branch of the
Church Universal."

According to the teachings of Christ, and the
whole bearing of the New Testament, Baptism
formed the initiatory rite, by which new converts
to Christianity, or children of Christian believers,
were admitted to the privileges and made par-
takers of the blessings of the Christian faith and
covenant. All such were regarded and treated
as of the household of faith, and if those bap-
tized in infancy ever denied the covenant-prom-
ise implied in this dedicatory rite, made by
parents or believing friends, and forsook the
guardian care that the Church extended over
them, it was through their own willing neglect
or wrong-doing.

So should it be now. The child from its first
opening years should be led to feel that as he is
a member of a particular household, and has his
own definite and individual relations to parents,
brothers, and sisters, so is he also a member of
the Church of Christ, and has his peculiar re-
sponsibilities and privileges as such ; and that if
he ever forfeits them, it must be through his own
act.

This view, of course, does not preclude the ne-
cessity of the regeneration of individual souls.
The child of Christian parents, like all others,

OF THE CHRISTIAN LIFE. 173

needs to have a spiritual life formed within
him, in addition to his natural life. Where
the child is consecrated from infancy, and edu-
cated under Christian influences, such regenera-
tion, the second birth into the new and higher
life, may very early take place, so that the soul
shall grow God-ward and heavenward, even as
its bodily powers are developed and strengthened,
and he shall never be conscious of the time when
he was indifferent to spiritual realities, when the
thought of God was not a constraining thought,
and the love of Christ a true incentive to
action.

If parents and teachers felt more deeply their
sacred responsibility thus to train the young spir-
its committed to their keeping ; if the life, the
spirit, the teachings of Christ were instilled into
the child's soul from very infancy by domestic
example, instruction, and family prayer ; if he
were " often reminded of his Church privileges,
and of the joy of his Christian heritage and
home," then, as he advanced to maturer years,
would he gladly, in every form and way, ac-
knowledge his relation to the Church, and his
indebtedness to its one only Head.

As few, very few children are surrounded by
such blessed home influences, and brought into
the great spiritual Church from earliest child-
hood; as few, even of those consecrated in in-
fancy by the rite of baptism, are faithfully edu-

174 BEGINNING AND GROWTH

cated as disciples of Christ, and escape the be-
numbing influence of the world and of fashion,
— the rest must come into membership with the
spiritual Church of Christ through the only other
mode, that of conversion, of sincere penitence,
and of the birth of a Christian conviction, — of a
heart dedication to God through Christ.

Whenever the child, the youth, or the person
of mature years can distinctly and seriously
say, " I am resolved henceforth, through Christ
strengthening me, to be a faithful disciple," then
does the soul become united with Christ, as a
member of his Body or Church.

Both the example and the words of Christ de-
mand that this purpose and this resolve should
be confirmed and sealed by outward confession
and act. Where the rite of baptism has not
been observed in infancy, in which case it is
solely the dedicatory act of the parent, bring-
ing the child into covenant relations with the
Church, now is the fitting season for the indi-
vidual to follow his Master's example, and to
observe that rite, emblematical of the washing
of regeneration, and of the purity of soul to
which the disciple aspires, through the putting
away of the defilements of sin, and the cleansing
and sanctifying influences of the Holy Spirit.

Now is the fitting and true season for him
to come to the Lord's table, to express in out-
ward form and by free confession his acknowl-

OF THE CHRISTIAN LIFE. 175

edgment of his Master's claims upon his grati-
tude and love, and to consecrate himself unre-
servedly and openly to his service.

The rite is truly one of remembrance, of com-
memoration ; and whenever it can be made such
in heart and in spirit, whenever the individual
of whatever age is conscious of love to Christ,
or of the sincere desire to love him, and wishes
thus to commemorate him in the way of his
appointment, — then ought he to unite in this
service.

To make no distinction between the usual
forms of public worship and the observance of
this service, to place no difference between the
general worship of the congregation and this
commemorative rite, would be at once to ignore
its peculiar character and purport ; for unless it
be a service indicative of individual affection,
love, and gratitude, expressive of the soul's true
desire to be brought into a closer harmony with
its Redeemer, it becomes at once a mere vain
and unmeaning form.

Let no barrier of man's device be placed
around the holy table. To very many minds
some simple form of personal confession, as the
individual first unites in this service, seems right
and fitting. " It defines relations, and qualifies
for business measures and social action. It is
an open, satisfactory step. If it involves a trial
of feeling, it is no less acceptable for that cross

176 BEGINNING AND GROWTH

to Him who bore the cross of an infinitely heavi-
er sacrifice for us. So that, while joining one
particular church is also entering into the Church
Universal, membership in the Church Universal
does not supersede the occasion for special con-
firmation or confession on the part of those who
desire to belong to one portion of that Church in
particular."

At the same time, the use of such a form
should not be regarded as absolutely essential;
for if so regarded, some might absent themselves
from the service who would otherwise gladly
share in its holy influences ; and we are aware
that there are those who have conscientious ob-
jections to the personal use of any such form.
Let each be fully persuaded in his own mind. It
is the Lord's table, not man's. It is the Saviour
who presides at the feast, and his words of invita-
tion are, " Whosoever tvill, let him freely come."

Let all, then, be freely invited to come who,
on their own personal responsibility, feel that
they have a part in his covenant-promise ; all
who regard themselves as Christ's followers, or
who are desirous of making him their guide, and
are looking to him as their Saviour and Re-
deemer.

Let the weak come, that they may find strength ;
the sorrowing, that they may be comforted ; the
tempted, that they may be sustained ; the aged,
that they may be blessed ; and the young, that

OF THE CHRISTIAN LIFE. 177

they may be gathered into their Redeemer's fold,
and have added to the gladsomeness of youth the
enduring joy and peace of their Saviour's presence
and love, — the assured blessedness of a heart and
a life early consecrated to him and his. service.

Is it asked what peculiar instructions should
be given by the Christian teacher on the observ-
ance of these two rites of our faith ? We reply,
Whether the child be one of believing parents or
not, teach him, that, by the very Christian privi-
leges he enjoys in the instructions of the school
and the worship of the sanctuary, he holds some
definite relations to the Church, and seek, by
all possible means, to deepen within his soul
the sacred importance of those relations. Con-
verse with him simply and freely. Teach him
the true meaning of these rites; explain their
import ; speak of their privileges. Let every lov-
ing and hallowed association cluster around
them, and let him not feel as if he were a sort
of alien from the true fold, only to be brought
within its precincts by some sudden impulse or
spasmodic effort in after years ; but let the ten-
derness of a Christian love, and the watchfulness
of a Christian heart enfold and guard his earliest
years. If in infancy he was consecrated by
parental love or Christian friendship to his God
and his Saviour, let him be often reminded of
his baptismal dedication, and taught to live wor-
thily of it.

178 BEGINNING AND GROWTH

Let the school be indeed to him as the school
of Christ ; and ere he leaves its guardian care, to
enter upon the toils and duties and responsibili-
ties of maturer years, let him have been so trained
and educated, under the blessing of God and
through the sanctifying influences of the Spirit,
that in trusting faith and love he shall gladly lay
upon the sacred altar of commemoration the
offering of his youthful powers and strength,
thus dedicating himself upon the threshold of
life to his Master's service.

Thus, and thus only, will the school become a
true co-worker with the Church in the Christian
education of the young, and in the regeneration
of individual souls. Thus only shall we educate
those now pupils to become teachers worthy of
their vocation ; for only so far as teachers are
themselves living members of the Church of
Christ, only so far as they are laboring to bring
the young into the one great fold of the Redeemer,
only so far is any school worthy to bear the name
of its one Master and Head, — worthy of being
called a Christian institution.

" The Spirit, in our hearts,

Is whispering, ' Sinner, come ! '
The Bride, the Church of Christ, proclaims
To all his children, ' Come ! '

" Let him that heareth say-
To all about, him, Come !

OF THE CHRISTIAN LIFE. 179

Let him that thirsts for righteousness
To Christ, the fountain, come !

Yes, whosoever will,

O let him freely come,
And freely drink the stream of life :

'T is Jesus bids him come."

10

180 BEGINNING AND GROWTH

CHAPTER XIII

THE CHRISTIAN STANDARD OF CHARACTER.

" Nearer, my God, to thee,

Nearer to thee !

E'en though it be a cross

That raiseth me ;
Still all my song would be,
Nearer, my God, to thee,
Nearer to thee ! "

The questions are sometimes asked " whether
the Sunday school is to be regarded as a perma-
nent institution, and how far it is to be consid-
ered as an effective and true co-worker with the
Church." The answer to eacn of these questions
is one and the same.

The permanence and the usefulness of such
schools will ever be in exact proportion to the
degree in which they are made peculiarly and
emphatically religions schools. Just so far as
they are imbued with spiritual life and an inward
energy ; just so far as the spirit of Christ is dif-
fused throughout the whole system, and his rec-
onciling offices as Mediator and Saviour are felt
to be a reality ; just so far as the words of Gospel

OF THE CHRISTIAN LIFE. 181

truth are received into the soul as fountains of
life, — just so far, and no farther, will they be
self-sustained and secure, — the means of a high
spiritual growth.

Let our schools be characterized by no high
aims, no vital sense of their dependence on, and
intimate union with, the great Head of the
Church ; let them be mere intellectual institu-
tions, the teachers imparting a knowledge of Gos-
pel truth much in the same way as they would a
lesson from Euclid; let them to any degree do
away with home religious instruction, or lessen the
sense of parental responsibility's is sometimes the
case, — and the sooner they are closed the better.

That changes and reforms are needed among
us, that we have a right to expect higher influ-
ences and a more spiritual life to go forth from
our schools, that we are to look to those educated
beneath their influence to be the most faithful
supporters of the Church and the most active in
all plans of benevolent enterprise, few will deny.

Any change, any improvement, any real and
permanent good to be effected, must begin at the
fountain-head. The true life of our Schools, as
they exist to-day, depends wholly on the religious
life of the teachers of to-day.

Let teachers be, in spirit and in life, conse-
crated to their Master's service, willing to forego
ease and self-indulgence to promote his work, —
earnest in self-improvement, counting it all joy

182 BEGINNING AND GROWTH

if in God's way, and not merely according to
their own choice, they may labor in his vineyard
and win souls to Christ, feeling the Saviour's
presence as a constant incentive to duty, and
waiting on the Spirit as the sustainer and sancti-
fier of the soul, — then shall a power and an in-
fluence go forth from among us to rouse the in-
different and careless, to break down the strong-
holds of sin and iniquity, to purify the streams of
fashion and worldliness, to bring the ignorant
and wandering into the fold of Christ, to shed
light over the dark places of human misery and
guilt, and to render many a barren and desolate
waste as the garden of the Lord.

Then would children be nurtured in the beauty
of holiness, and early brought into covenant re-
lations with their Redeemer. Then would the
Church arise and shine, and put on her beautiful
garments, and the ways of Zion would no longer
mourn because so few come to her solemn feasts ;
for the Saviour's animating presence would no
longer be held by any heart as a dim and beauti-
ful tradition of the past, but his constraining love
and the quickening impulse of his divine spirit
would be welcomed and cherished as the soul's
richest heritage.

There is one danger to which even the truly
Christian teacher is exposed, one evil through
which the sincerely consecrated heart is liable to
lose sight of its lofty aims and its immortal in-

OF THE CHRISTIAN LIFE. 183

heritance, — an evil showing itself in so many
thousand different ways, and revealing its potent
influence under such diverse forms, that to enu-
merate them would be impossible, and yet which
mars many an otherwise Christ-like character and
noble spirit ; — we refer to the danger and the
evil of the abounding, potent, everywhere preva-
lent spirit of worldliness ; a spirit which not only
asserts its sway in the market, the exchange, the
counting-room, the gay and fashionable party,
but which presses itself into the sanctuary of
home, intrudes upon the secret hours of devotion,
paralyzes the noblest forms of benevolence, and
tends to reverse the divine standard of the Gospel,
which for ever proclaims the supremacy of the
inward over the outward, and the unseen over
the seen and perishable. Its constant and uni-
versal tendency is, to lower the standard of per-
sonal attainment^ to degrade holiness into mere
outward morality, the faith of the heart into a
mere intellectual belief, and righteousness into a
decent conformity with the usages of the world.
The divine image of purity and truth becomes
marred, and by degrees the holiness of Christ is
regarded, not only as beyond the attainment, but
even as beyond the earnest aspiration, of the spirit.
The Saviour's earnest and emphatic words, " Ye
cannot serve God and Mammon," come to be
regarded as a paradox, and the sharp conflict be-
tween the world and God, between pride and
16*

184 BEGINNING AND GROWTH

self-sufficiency and the eternal power and un-
changeable holiness of the Divine will, is ear-
nestly waged, as if outward decency could take
the place of inward piety, and the plans and ac-
tivity and might of man could work out for him
an eternal salvation ; as if, to the Divine eye,
there were no clearly marked distinction between
a correct, upright deportment, induced more by
circumstances than by choice, and a heart conse-
crated to God and to Christ.

What is the only standard which the Gospel
recognizes, and which Christ requires ? " Be ye
perfect, even as your Father is perfect." " Be ye
holy, for I am holy."

" Abide in me," said the Saviour, " and I in
you, for without me ye can do nothing." And
how deep the mystic and hidden meaning of the
Apostle's words, " For ye are dead, and your life
is hid with Christ in God ! " Far more do they
imply than a mere mechanical conformity to the
usages of society, and the standard of the world,
or a ready compliance with the force of circum-
stances and of education. They speak of a power
at work in the very depths of the soul, a power
to transform, and to renew ; of motives to ef-
fort, to duty, and to obedience, of which the
world takes no cognizance, but which, when in-
wrought into the soul, clothe it as with a giant's
strength, and invest it with a superhuman power.
They imply a heart at one with Christ, perme-

OF THE CHRISTIAN LIFE. 185

ated by his divine life, his spirit prompting every
true feeling and noble exertion ; a will in entire
harmony with his, never seeking its own pur-
poses, but moved, swayed, and governed by the
divine. They speak of a soul freed from self,
living only in and through Christ, and conse-
crated to him, not only for life, but for eternity ;
— a soul so consecrated that it shall be willing
to be buffeted even in its highest desires, if thus
it shall be made more lowly, and brought near-
er the divine humility of the Saviour. It is
equally ready to suffer as to act ; to serve in si-
lence, pain, or loneliness, as on the busy theatre
of life ; for the life is but the spontaneous expres-
sion of its purest love, which asks nothing from
others, claims nothing for itself, but rejoices that
in any way it can labor for Christ, or express its
gratitude and affection.

Is such an attainment easy ? Is it to be
won by cold endeavors, faint aspirations, occa-
sional longings, and heartless prayers ? Has it
nothing to combat in the low standard of world-
ly goodness, and self-righteous morality ? — no
fearful word of rebuke for self-satisfied indolence,
no trumpet tongue to arouse the slumbering soul
from its death-like trance of self-complacent
worldliness ? Has it no emphatic voice of warn-
ing, no quickening word of power, to him who
would guide others in the way of life, who seeks
to point the young, the ardent, the aspiring soul

186 BEGINNING AND GROWTH

to the nobler heights of Christian attainment and
heavenly goodness ?

There is nothing, as some might imagine,
strange, forced, or unnatural in a life like this.
It is simply and only following Christ in daily
duty, walking wTith him, looking constantly to
him for guidance and help, acknowledging his
claims as the Master of the soul, and yielding
to him the ready and glad obedience he requires.
A child can understand the meaning, and recog-
nize the beauty of this life of holiness ; while the^
faithful Christian of threescore years and ten,
whose brow may seem to others visibly encircled
as with a crown of glory, will feel that he has
but taken his first steps heavenward, so constant-
ly will the Divine image manifested in Christ
grow upon his soul, ever revealing nobler and
nobler heights of attainment.

"Blessed are they who do hunger and thirst
after righteousness " ; for the promise is alone to
those who would gladly feed on that living Bread
which came down from heaven, and who truly
thirst for the pure waters of life, that " they shall
be filled."

" O, sacred union with the Perfect Mind !

Transcendent bliss, which thou alone canst give !
How blest are they this pearl of price who find,
And, dead to earth, have learned in thee to live !

" O go, and learn this lesson of the cross,

And tread the way which saints and prophets trod,

OF THE CHRISTIAN LIFE. 187

Who, counting life and self and all things loss,
Have found in inward death the life of God."

Go forth, then, Christian teacher, to your du
ties, fully and freely recognizing your high call-
ing; for only through this deep religious life, only
through souls thus consecrated, will our schools
become worthy the support of Christian hearts.,
worthy the fostering and guardian care of the
Church, or worthy to bear the name of their
divine Master.

Go forth with vigor, with earnestness, and
with a living faith in the eternal word of prom-
ise. Go forth, nerved as with a divine impulse,
to labor in the vineyard, restrained by no false
doubts or unworthy misgivings. Go, charged
with something of the noble Christian energy
that animated Gordan Hall, when he offered to
work his way to the field ; with the earnest zeal
and trusting faith through which the faithful
Crocker adopted, as his Qjily motto of life,
" What ought to be done can be done, Christ
strengthening us " ; with the unquenchable ardor
and consecrated energy of the devoted Brainerd,
who so early rested from his labors in the earthly
vineyard of his Lord.

Above all, go forth in the spirit and the name
of Christ. Though discouragements are around
you, though trials encompass your path, though
you may witness no present results of your la-
bors, hesitate not to tread even the rough path

188 BEGINNING AND GROWTH

of duty, for Christ dwells ever at your side.
Like the beloved disciple, lean on his breast ;
cling to his supporting hand, kneel humbly at his
feet. Enter into a true and living fellowship
wTith him, that you may know, from glad expe-
rience, the meaning of " a life hid with Christ in
God."

Obey the Saviour's parting command, first
and chief of all, by preaching the truth through
a Christ-like life and conversation, by being your-
self a living gospel, known and read of all men.

Proclaim the words of truth, not alone on the
Sabbath hour, and to the few gathered in your
class, but regard it as your noblest privilege, in
any way or form, to make known the power and
the blessedness of the Gospel of Christ. Accord-
ing as you have found him precious to your own
soul, so speak in confidence and faith to the
young, the erring, or the tempted. Dwell in
daily communion with your God 5nd your Sav-
iour, and through the deep life of lowly prayer,
so realize the great truths of your inward being
that other souls shall feel the quickening influ-
ences of your spirit, and your words shall be vital
with a divine power and energy. Look upward,
and catch the inspiring glance of the Master's
eye, and hear the thrilling sound of his voice, as
in tender love he bids even the little children
come to him, — and then, in the child's spirit and
the child's faith, receive the proffered blessing.

OF THE CHRISTIAN LIFE. 189

Remember, that, should your convictions of
truth and of duty ever lead you to a solitary
path of effort, you are not laboring alone, for if
but faithful to your own soul, all the great forces
of the spiritual universe are pledged in your be-
half. Remember the great cloud of witnesses by
which you are surrounded, not only the earnest
and true of past times, but those whose faithful
lives and loving spirits have blessed our own
homes and schools, and left in many hearts the
sacred memories of their Christ-like walk and
conversation.

Not alone have they left us to labor ; for though
hid from mortal sight, their spirits still abide with
us in the fellowship of faith and of love, bidding
us to strive as they have striven, to trust as they
have trusted, and still to faint not in well-doing.

Go forth, then, Christian teacher, casting aside
once and for ever all coldness, all indifference, all
low aims and merely worldly standards of excel-
lence. Consecrate yourself in heart and life, in
soul and strength, to your Redeemer's service.
Enter into covenant relations with your soul's
only Saviour. Seek the constant help and the
sanctifying influences of the Spirit. Lean upon
the Father's proffered support and blessing. And
when called into the more immediate presence
of the Great Shepherd of souls, may you expe-
rience a -glad reunion with the little flock here
committed to your keeping ; may you be enabled,

190 GROWTH OF THE CHRISTIAN LIFE.

with humble confidence and a trusting faith, to
render up the account of your sacred steward-
ship ; and being found faithful unto death, may
you receive from the Master's hands the crown
of life.

May your witness be in heaven, and your
record on high !

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